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5 7 C&e Lifcrarp of t|>c SJnitiet0itp of Jl3ott& Carolina Collection ot jRottl) Catolintana C3V5 NSVo UNIVERSITY OF N.C. AT CHAPEL HILL 00034026982 FOR USE ONLY IN THE NORTH CAROLINA COLLECTION Publication No. 206 HANDBOOK FOR Elementary and Secondary Schools 1938 Issued by the State Superintendent of Public Instruction Raleigh, North Carolina THE OLD NORTH STATE (Traditional air as sung in 1926) William Gaston With spirit Collected and arranged by Mrs. E. E. Randolpr 1. Car - o - li - na! Car 2. Tho' she en - vies not 3. Then let all those who - li - na! heav-en's bless-ings at - tend her, oth - ers, their mer - it - ed glo - ry, love us, love the land that we live in, ^4—•?- d:— I ^=^<nif itaZZ >: :t=L^£ -I up 1 While we live we will cher - ish, pro Say whose name stands the fore - most, in As hap • py a re - gion as _ _—<© r& • fl>-=-^-r» •dtzp^pzz: ^zzz^zz^i-^ztfz :S=L=^=:t=tz=t^=tr tect and de -fend her, Tho' the lib - er - tyssto - ry, Tho' too on this side of heav-en, Where ^t—,-(• »—<-»—?-* ' v- i—r—t- --fr-- s »b-*£ —L« *>- — «- -#T#" <ti-s scorn - er may sneer at and wit - lings de - fame her, Still our hearts swell wit! true to her - self e er to crouch to op.-pres-sion, Who can yield to just plen - ty and peace, love and joy smile be - fore us, Raise a-loud, raise to- *—^1>_ szztec t=t=£3^tzEEt |a> ~ a»- |y ^t £EE ^zzz^ ^: Chorus s*zz st zfc glad - ness when ev - er we name her. rule a more loy - al sub - mis - sion. Hur - rah! geth - er the heart thrill - ing cho-rus. @^ztEz3zzzzfe-n* = r—n—*—**—&- Hur - rah! the zrfi: t= •W-st 1 T" ¥ :£>: -y 1S±:±: Old North State for -ev BE i r zzE er, Hur -i* de-rail! -B> — F=5 Hur - rah! the good Old] m^e I Publication No. 206. HANDBOOK FOR Elementary and Secondary Schools 1938 Prepared by Division of Instructional Service J. Henry Highsmith, Director A. B. Combs, Associate Hattie S. Parrott, Associate H. Arnold Perry, Associate Julia Wetherington, Associate Charles E. Spencer, Associate Issued by the State Superintendent of Public Instruction Raleigh, North Carolina by, hope q^ that d FOREWORD - This Handbook for Elementary and Secondary Schools is designed to supply information needed by superintendents, principals and teachers in the public schools of the State. It covers the program in both elementary schools and high schools, indicating that we regard the process of education as a continuous process from the first grade through the eleventh or twelfth grade. It is hoped that this publication will be helpful from the standpoint of answering questions which arise with reference to administration, organi-zation and supervision of schools and that it will be suggestive of desirable activities which should be undertaken. - : It will be observed that this Handbook consists of three parts: Part I deals with the public school system. Every person engaged in public education should be conversant with the various aspects of public education, including, of course, the administrative aspects. This statement is designed to give something of the background of the public school system and to indicate the organizations or agencies legally responsible for school administration. In Part II the standards for accreditment of elementary and secondary schools are set up. The suggested standards are not meant as limits to what may be undertaken in any school, but represent the minimum necessary for the creation of a satisfactory teaching and learning situation. Lines along which improvement can be made will suggest themselves to many adminis-trators and teachers, and it is hoped that many schools in providing educa-tional opportunities will go far beyond the minimum suggested in the require-ments for accreditment. Our effort is to indicate what may be regarded as a good elementary school or a good high school. It is admitted, of course, that every child should have training in a good school, and the purpose of stan-dardization and accreditment is to indicate how a satisfactory situation can be provided. In Part III various aspects of public school work are discussed, particularly those having to do with the materials necessary to successful instruction. More and more it is recognized that abundant materials are necessary in order for pupils to have satisfactory educative experiences. It is hoped that provision will be made for various types of instructional materials to the end that learning on the part of boys and girls may be facilitated and accelerated. There is evidence of substantial progress in carrying on the educative process in our schools and an improved morale on the part of those who have the responsibilities for school administration and instruction. It is hoped that this Handbook will contribute to more effective instruction and that the education of pupils in all grades in all schools will be stimulated and promoted. 4 Handbook fob Elementary and Secondary Schools This publication was prepared by the members of the staff of the Division of Instructional Service. Special acknowledgment is due to Mrs. Juanita McDougald Melchoir, of Syracuse, N. Y., a former member of the Division, for the many contributions which she has made to the Handbook. Acknowl-edgment is made also to Dr. A. M. Jordan, University of North Carolina, for his contribution on high school tests. State Superintendent of PuMic Instruction. May 17, 1938. CONTENTS Page Foreword — 3 Part I. The State School System 7 Introduction 7 State Administration 7 County and City Administration 10 Local Administration 11 Some Suggested Principles for the Organization and Administra-tion of the Public Schools 11 Part II. Standards for Accreditment of Elementary and Secondary Schools ,. 12 Requirements for Accredited Elementary Schools — 12 Summary 12 Detail Requirements 13 Section I: Curriculum 13 Section II: Instruction 13 Section III: Administration 14 Section IV: Instructional Equipment 15 Library 15 Supplementary Readers 17 Dictionaries 18 Maps and Globes.. 18 Classroom and General Equipment 19 Section V: The School Plant 22 Requirements for Accredited High Schools 26 Summary 26 Detail Requirements : 27 1. Teachers 27 2. Length of Term 28 3. Length of Recitation Periods 28 4. Number of Units Required for Graduation... 28 5. Average Daily Attendance 29 6. Course of Study 29 7. Equipment 31 Library _ 31 Maps __„ 33 Science Laboratory 34 General Science . 36 Biology 39 Chemistry 42 Physics 47 High School Records and Reports 51 8. Building 52 Southern Association 52 Part III. Principles and Factors Relating to Instruction, Organization and Administration 53 Suggested School Calendar of Events 53 Equipment Essential to Good Work 56 Materials of Instruction... 58 State Adopted Supplementary Readers 58 CONTENTS—Continued Page Materials of Instruction — Continued Libraries 69 Instructional Supplies 69 Visual Education 73 Radio in Education 80 Principles of Organization and Administration 82 Elementary Schools 82 Roster of Pupils for the Year 82 Point of View __ _ 83 Procedures 83 Daily Schedules and Program Making 84 Secondary Schools 88 General Suggestions 88 Suggested Curricula, Organizations and Schedules 90 Some Suggestions Relative to Organization of Twelfth Grade 112 Summer High Schools 115 Practices and Procedures for Guiding the Learning Process 115 Philosophy Expressed in Terms of Characteristics of Good Teaching : 116 Measuring Progress 120 Promotion _ 120 Scale of Attainments by Grade Levels, etc - 121 A Suggested Scale of Abilities for Graduation from Ele-mentary School 122 Some Means of Measuring Pupil Progress 127 Intelligence Tests 128 Teachers Tests and Examinations... 128 Standardized Achievement Tests 129 Samples of Good Educational Measurements for High Schools 131 Pupil Reports 133 Professional Improvement 135 Study Groups 135 Conferences 136 Exhibits ----- 139 Membership and Active Work in a Number of Professional Organizations .— — — 140 Problems for Faculties of Local Units 141 Special Phases of the Work -. 141 Physical and Health Education 141 The Beginners' Day Program 146 Safety Education .... -— 148 Guidance 151 Music 151 The Music Appreciation Courses for Grades I-VII 151 Applied Music for Credit _ 166 Promotion Plans for the Observance of National Music Week 172 Art Education 174 Reports of Teachers and Administrators 180 State Adopted High School Textbooks—Supplementary Use 181 List of Publishers and Addresses 188 Index 189 PART I THE STATE SCHOOL SYSTEM PUBLIC ELEMENTARY AND SECONDARY SCHOOLS INTRODUCTION The story of public education in North Carolina is one of the most thrill-ing and inspiring pages in our history. It represents a struggle as deter-mined and courageous as that upon any battlefield on which a native son has fought. Through all these years of its history, there has been recognition of the fact that it was only through the raising of the level of intelligence of our people that we could deal effectively with the various social and economic problems which have confronted us. Even in the darkest hours of the War Between the States, when everything else was sacrificed for the soldiers who fought so valiantly in defense of the State, there were wise and courageous souls who, realizing that the battle against ignorance must also go on, kept the torch of education burning. It was well that our forefathers believed that it was only through education that the people of this State could be prepared for the duties of citizenship in a democratic government. Our system of public education has grown along with the social, economic and industrial life of the State. Through the years, as we have cleared our fields, harnessed our streams, builded our cities and linked our people to-gether with ribbons of concrete and steel and wire, we have also struggled for knowledge, for self-respect and for social mastery. These hundred years though long in the life of an individual are short in the life of a state. It is not to be expected that in the short period of a century we should have perfected any agency contributing to social mastery. Certainly the ideal of universal free public education has not been fully achieved in practice. We must continue to work at this problem. Aside from adequate provision for the health and safety of our people, the most important function of our gov-ernment is the proper education of its youth. The magnificent progress in public education is indicative of a funda-mental interest in and thirst for education on the part of our people. They have determined that illiteracy shall be eliminated and that the childhood of each succeeding generation shall be trained in a better way to meet the economic and social demands facing each new generation. In an effort to meet that responsibility we have witnessed in North Carolina one of the most interesting developments in the financing and administration of a public school system. In that respect one of the outstanding achievements has been the final attainment of a State-wide minimum school term of eight months supported almost entirely by the State and without resort to ad valorem taxes. No other state with the single exception of Delaware has ever accepted this solemn responsibility of government as a state enterprise. The result has been that the poorest child living in the most remote section of the State has been guaranteed a minimum standard educational oppor-tunity along with the most fortunate child living in the most populous center, and both have been equally favored from the common resources of the State. STATE ADMINISTRATION Constitutional Authority We start with the Bill of Rights,—"The people have the right to the privilege of education, and it is the duty of the State to guard and maintain 8 Handbook fob Elementaey and Secondaby Schools that right" (Art. I, Sec. 27), and the Constitution: "Religion, morality and knowledge being necessary to good government and the happiness of man-kind, schools and the means of education shall forever be encouraged" (Art. IX, Sec. 1). The Constitution of North Carolina provides for a Superintendent of Public Instruction, who shall be elected by popular vote every four years. The Superintendent of Public Instruction is responsible for promoting in-terest in public education, interpreting the school laws, determining standards for approved schools, assembling and disseminating statistical data, prepar-ing curricular materials for the teachers of the public schools, and such other duties as are or may be vested in him by law. The State Superintendent is ex officio secretary of the State Board of Education, vice chairman of the State School Commission, chairman of the Board of Trustees of East Carolina Teachers College, and a member of the Board of Trustees of the University. He is also a member of the State Library Commission, and chairman of the State Board for Vocational Educa-tion, the State Textbook Commission, and the State Board of Commercial Education. In addition, the State Superintendent, under the law, assists the governor in the appointment of the Elementary Textbook Commission and the State committee on high school textbooks. The State Superintendent has no direct connection or relationship with State supported institutions of higher learning, which are under the control of separate boards of trustees, except through teacher training regulations of the State Board of Education and as a member of the North Carolina College Conference. He employs the staff that assists him in these duties. The State Board of Education, consisting of the Governor, Lieutenant Governor, Secretary of State, Treasurer, Auditor, Attorney General and the Superintendent of Public Instruction, is provided for by Article IX of the Constitution. This board has charge of the Literary and Special Building Funds and the public lands owned by the State. It also makes rules govern-ing the certification of teachers, and adopts the textbooks used in the public schools. Originally, this board had authority to legislate and make all needful rules and regulations in relation to free public schools and the educa-tional, funds, but its duties in this respect in recent years have been trans-ferred by legislative enactment to the State School Commission. Legislative Authority The State School Commission was set up by the General Assembly of 1933 to succeed the State Board of Equalization, a body created in 1927 to equalize values in the several counties as a basis of distributing the equalizing fund provided for schools. This commission is composed of the following: the Lieutenant Governor as chairman, the State Superintendent of Public Instruc-tion as vice chairman, the State Treasurer, and one member from each of the eleven Congressional districts appointed by the Governor. The commission decides what schools are to be operated, has the power to consolidate districts and transfer children from one unit to another, and may suspend any school after six months, whenever the average daily attend-ance does not justify its continuance. It determines by districts and races the number of elementary and high school teachers to be paid from State Handbook for Elementary and Secondary Schools 9 funds, and sets the standards for operating the public schools for an eight months term in each county and city administrative unit. The commission also provides for and supervises the transportation of pupils at public expense, makes rules and regulations governing the financial management and control of all administrative units, provides for auditing the school funds, approves the election of county and city superintendents, and jointly with the State Board of Education determines and fixes a State standard salary schedule for teachers, principals, superintendents and other school employees. It employs an executive secretary and staff who administer its rules and regulations. The State Board for Vocational Education was created by the General Assembly of 1917 in order to meet the provisions of the Smith-Hughes Educa-tion bill enacted by Congress. This board consists of the State Superinten-dent of Public Instruction and three other members appointed by the Gov-ernor— one to represent agriculture, one to represent home economics, and one to represent trades and industries. The duties of this board are to cooperate with the Federal authorities in the administration of the Federal Vocational Act, to administer legislation enacted by the Congress and the General Assembly of North Carolina pur-suant to vocational education. It also formulates plans for the promotion of vocational education as a part of the public school system, and cooperates with the local authorities in the establishment of vocational classes. The State Superintendent with the advice and consent of the board desig-nates the staff necessary to carry out properly the provisions of the law and the rules and regulations of the board. The State Superintendent is also required to prepare a report concerning the condition of vocational education. The State Board of Commercial Education was created by the General Assembly of 1935 to regulate the establishment and operation of business schools teaching business subjects for compensation. This board consists of the State Superintendent as chairman and secretary, the Director of the Division of Instructional Service, the Director of the Division of Vocational Education, and two persons, appointed by the Governor, who are owners and operators of licensed business or commercial schools that have been in opera-tion within the State for five years. The State Textbook Commission was also created by the General Assembly of 1935. This commission consists of five members: the State Superintendent of Public Instruction as ex officio chairman, the Attorney General, the Director of the Division of Purchase and Contract, and two members, to be appointed by the Governor, for a term of two years each. It is the duty of this commission to purchase the necessary textbooks, operate a rental system of textbook distribution to the children in the public high schools of this State, and provide free basal textbooks to the children in the elementary grades. This commission should not be confused with the (Elementary) Textbook Commission and the State Committee for high school textbooks, which are in fact sub-committees of the State Board of Education, composed of persons actually engaged in school work, whose duties are to examine the books and materials submitted for adoption and to prepare a multiple list from which the State Board makes the adoption. 10 Handbook fob Elementaey and Secondaey Schools COUNTY AND CITY ADMINISTRATION County There are 100 county administrative units comprising that part of the county outside of the established city administrative units. Where no city units have been established, the entire area of the county is the school administrative unit. The board of county commissioners, a body provided for under the Consti-tution, approves that part of the school budget financed by county funds, including funds for the erection and repair of necessary school buildings, and levies the taxes therefor. The commissioners are elected by the people for a term of two years. The county board of education, consisting of three or five members who are nominated biennially at party primaries or conventions, is appointed by the General Assembly, which meets in January of the cdd years, for a period of two, four or six years. The county board of education has the general management and control of the educational affairs in the county administrative unit. This board appoints a county superintendent, subject to the approval of the State Superintendent and the State School Commis-sion, and a school committee for each local district. The county board of education is clothed with those discretionary powers as to the administration of the schools that are not specified in the law or under rules and regulations of the State School Commission. It also decides upon the site and character of all school buildings, and administers the operation of the schools in accord-ance with the rules and regulations of the State School Commission and the acts of the General Assembly. The county superintendent whose term of office is for two years beginning July 1, of each odd year, is the adminis-trative officer for the county board of education. City There are at present 69 city administrative units. Some of these have boundaries coterminous with the boundaries comprising the city govern-mental area; others have boundaries determined by the board of trustees and the county board of education of the county in which the city is located and approved by the State School Commission. Authority for the establishment of city administrative units is, under the law, vested in the State School Commission, such units to be selected from districts having a school popula-tion of one thousand or more. In each of the city units a board of trustees is elected or appointed in the manner prescribed by special or general legislative acts. This board pre-pares and approves the budgets for current expense and debt service, and capital outlay subject to the approval of the county board of education and county board of commissioners. It also elects a superintendent, subject to the approval of the State Superintendent of Public Instruction and the State School Commission, and elects the teachers and other employees upon the recommendation of the superintendent. The superintendent, who is elected for a term of two years, is the administrative officer of the board of trustees. The city commissioners, or other tax levying authorities, levy the taxes voted in the city administrative unit for the extension of term or for operat- Handbook fob Elementaby and Secondaby Schools 11 ing the schools on a higher standard than that for which the State makes provision, and for debt service. In some units this body collects the taxes, whereas in others this duty is performed by the county commissioners. LOCAL, ADMINISTRATION The Constitution provides that a school committee consisting of three persons shall be elected biennially in every township. Under legislative authority, however, school committees are now provided for each school district. There are now approximately 825 of these committees, consisting of either three or five members, each appointed for a term of two years by the county board of education. The district committee selects the teachers and principals subject to the approval of the county superintendent and the county board of education, and has general custody and care of the school property in the district. The county board of education may appoint an advisory committee of three members for each school building in the local district, who shall care for the school property, advise with the district com-mittee in recommending teachers, and such other duties as may be defined by the county board of education. SOME SUGGESTED PRINCIPLES FOR THE ORGANI-ZATION AND ADMINISTRATION OF OUR STATE SCHOOLS I. Organizational and administrative procedures should be as demo-cratically conceived as is feasible,—that is, they should be arrived at principally through a sharing process by superinten-dent, principal, teacher, and pupil. Only in this way can there be harmony of theory and practice. The autocratic imposition of any plan, however worthy, without due consultation with parents, teachers, and often pupils will militate against its success. II. School organization and administration must be based on sound principles governing learning and recognition of the needs of society (of North Carolina life). This means a clear under-standing of the purposes for which society has established the school and a definite knowledge of the available resources — financial and professional—which can be utilized in achieving these purposes. (See Publication No. 189, pp. 11-13.) III. School organizational and administrative procedures should be economically conceived and executed. After a given policy or procedure has been accepted as educationally sound, has been arrived at through a cooperative thinking and planning confer-ence with the whole faculty, the required outlay of time, effort, and finances should be considered. For example, any scheme which overtaxes the mental and physical health and the emotional morale of the teaching personnel, is, in the long run, extravagant. Any scheme which does not, on the other hand, afford an oppor-tunity for the maximal use of the whole school plant for educative purpose is likewise extravagant. PART II STANDARDS FOR ACCREDITMENT OF ELEMENTARY AND SECONDARY SCHOOLS In setting up objective standards for the accreditment of elementary and secondary schools it is recognized that such standards are not the whole story with reference to accreditment. Standards are set up as an indication of what constitutes or suggests a fairly satisfactory situation for the training of boys and girls in school. It is recognized, also, that there are other elements or factors which should be taken into consideration. However, it is generally admitted that there are items of a purely objective sort which are essential to a satisfactory setup. In evaluating the work of any elementary or secondary school, due con-sideration should be given to subjective elements of the situation. In deter-mining what is a good school, every possible factor should be considered. This includes both objective and subjective elements or standards. The evaluative criteria in any case should include the philosophy, purposes and objectives of the school, the pupil population, the curriculum and courses of study, the pupil activities program, library service, guidance service, in-struction, outcomes, school staff, school plant, and school administration. Standards are necessary, but it should be kept in mind that standards are made for folks and not folks for standards. It is essential to find out what equipment, supplies and other things are necessary in order to create a satis-factory situation for the education of boys and girls. The sole purpose of standardization is to promote the best possible training for all boys and girls in the schools to the end that maximal, desirable results may be achieved. REQUIREMENTS FOR ACCREDITED ELEMENTARY SCHOOLS Effective with the close of the 1938-39 session SUMMARY I. Curriculum A six or seven year course of study based on suggestions and practices outlined in Publication No. 189, 1935, "A Study in Curriculums Problems of the North Carolina Public Schools". See Section I below. II. Instruction 1. Number of whole-time teachers: At least one teacher per grade. 2. Qualifications of teachers: All certificates must be Primary or Grammar Grade with a majority Class A. Special teachers of music, art, physical and health education, and full-time librarians should hold certificates in their fields. See Section II. Handbook fob Elementaby and Secondaey Schools 13 III. Administration Geoup I Gboup II Class A Class B Class A Class B 1. Term-Actual teaching days 180 180 160 160 2. Maximum no. pupils in average daily atten-dance per teacher 32 34 34 36 3. Records: An accurate scholastic and attendance record for each child, including health record; the Information Blank for School Beginner should be used for first grade instead of regular health card. See under Section III, standards for keeping and using health records; individual register sheets detached and filed in envelopes. IV. Instructional Equipment 1. Library: A minimum of two books per pupil in average daily attendance, including designated subjects. See "Library" under Section IV. 2. Supplementary Readers: A minimum of 80 books per grade. See "Supplementary Readers" under Section IV; also list printed in Elementary School Register. S. Dictionaries: Dictionaries owned by all pupils in grades 5 to 7, or three dozen dictionaries owned by the school. One teacher's desk dictionary for each room. One unabridged dictionary. See "Dictionaries" under Section IV; also list of dictionaries printed in Elementary School Register. 4. Maps and Globes: Eight physical-political, four blackboard outline, two political (United States and North Carolina), and nine United States History maps; a 16" globe, physical-political, with movable meridian. See "Maps and Globes" under Section IV. 5. Classroom and General Equipment: This section covers indi-vidual classroom and general school equipment, including materials for art, music, and penmanship. See "Individual Classroom and General Equipment" under Section IV. V. Building and Grounds Adequate and sanitary: See Section V, "School Plant Require-ments". Sanitation must be approved by State Board of Health. DETAIL, REQUIREMENTS Section I: Curriculum A six or seven year course of study embracing the subjects outlined in Publication 189, "A Study in Curriculum Problems of the North Carolina Public Schools", and those required by special legislation. Section II: Instruction Accredited schools must present a planned program of learning for each student, based upon the actual daily needs of the individual. Methods, pro- 14 Handbook fob Elementary and Secondaby Schools cedures, and practices in the instructional program must be based upon accepted modern, up-to-date educational theory. At least one teacher must be provided for each grade. All teachers' certifi-cates must be either Primary or Grammar Grade certificates with a majority Class A. Blanket high school certificates held by teachers who have had experience in grammar grade work will be approved. High school subject certificates will not be approved in any grade in the elementary school. Section III: Administration Administrators are urged to organize their schools so as to achieve a distribution of pupils which will equalize to some extent the teacher load. Individual room memberships should be kept as low as possible; schools with seriously overcrowded classrooms will not be accredited. The administration of the school must reflect a well-integrated and co-ordinated program of work. Careful attention must be given all administra-tive details such as cleanliness and care of school property; selection, storage, and use of supplies and equipment; and accuracy and completeness of perma-nent school records. Class A schools in Group I must operate a minimum of 180 days with an average daily attendance per teacher of 32 or less. This implies local supple-mentation of the State allotment of teachers. Class B schools in Group I must operate a minimum of 180 days with an average daily attendance per teacher of 34 or less. Class A schools in Group II must operate a minimum of 160 days with an average daily attendance of 34 or less per teacher. Class B schools in this group are allowed a maximum of 36 pupils in average daily attendance per teacher. It is important that accurate scholastic and health records be kept. Cumu-lative personal histories and personality development studies for each pupil should be added to the files. A significant beginning has been made in the case of the child entering school for the first time. See "Beginners' Day Program" elsewhero in this Handbook. Cumulative records are in some respects more important than report cards to parents. Each child should have an individual envelope or folder into which should go the completed register sheets for the pupil and data covering pertinent information about the child. It should include health reports, behavior notes, standard test profile sheets, and anything that is helpful in interpreting the child's growth and development. Because of the importance of health records the following standards have been prepared: 1. School Files Should Contain: (1) A beginner's record card for each pupil. (Either the regular "Information Blank for School Beginner", obtainable from the State Department of Public Instruction, or a simplified form based on this blank may be used.) (2) A permanent record card for each pupil which provides space for records of at least four examinations. (The regular form from the State Board of Health is preferred.) This record should give the following essential information: Date of examination. Name, address, sex, age, exact date of birth, and nativity. Handbook fob Elementaby and Secondabt Schools 15 Report of examination relative to height, weight, vision, hear-ing, teeth, nose, throat, skin, heart, posture, immunization, needed corrections and treatments. History of previous illness. History of operations and injuries. Facts regarding home conditions and family history of disease and death. Signature and title of examiner. 2. Health Records Should be Used: (1) To keep a record of body growth and maintenance needs over a period of years. (2) To interest individuals in personal fitness. (3) To encourage the practice of having periodic medical examina-tions. (4) To supply a basis for the selection of instructional materials for group and individual conferences. (5) To evaluate health procedures in the school and home. (6) To improve the type and methods of record-keeping. Section IV: Instructional Equipment LIBRARY I. Books A basic minimum book collection, averaging two books per pupil in average daily attendance, selected from the State approved list of books for elementary schools and including the distribution indicated below. Duplications are not counted in the first 500 books. Textbooks are not counted as library books. 1. Approved children's encyclopedia—One set (Named in order of preference) Compton's Pictured Encyclopedia. F. E. Compton Co., Chicago. World Book Encyclopedia. W. F. Quarrie Co., Chicago. Britannica Junior Encyclopedia. Encyclopedia Britannica, Inc., New York City. 2. Unabridged Dictionary—One "Webster's New International Dictionary. Unabridged. G. and C. Merriam Co., Springfield, Mass. 3. Types of Books Minimum Collection Civics and Citizenship 10 Science 10 Useful Arts Inventions, Machinery 5 Health _ 10 Industrial Arts 10 Fine Arts Art 10 Music 10 Literature Stories, Fairy Tales, etc 80 Poetry 20 Geography and Travel, including Atlas 40 History and Biography.... ' 40 Easy Books for Grades 1-3 20 Books Each Classroom 60 16 Handbook for Elementary and Secondary Schools After the above minimum collection has been secured, books should be added in all fields, so that the library averages at least two books per pupil. A good percentage distribution guide for the book collec-tion follows: Types of Books Average Distribution Civics and Citizenship 3% Science 10% Useful Arts 4% Fine Arts 5% Literature 25% Poetry 3% Geography and Travel (including Atlas) 12%% History and Biography : 12%% Easy Books for Grades 1-3. 25% II. Magazines Minimum of five magazines of an elementary school reading level. The following is a suggested list: American Boy **National Geographic Maga- *American Girl zine Asia **Nature Magazine Bird Lore Open Road for Boys Boy's Life Popular Mechanics **Child Life *Popular Science Monthly Current Events Radio News Everygirl's Magazine Safety Education Hygeia School Arts Magazine Junior Home *St. Nicholas **Junior Red Cross Magazine Wee Wisdom **My Weekly Reader . First choice titles are double starred; next additions are single starred, and other magazines listed are desirable. Magazine subscriptions can be placed with reliable dealers who will give combinations and discounts not possible with individual sub-scriptions. The following dealers are satisfactory: F. W. Faxon Company, 83 Francis Street, Boston, Mass. Mayfair Agency, 51 East 33rd Street, New York City. Washington News Company, 1121 Fifth Avenue, Washington, D. C. Upton G. Wilson, Madison, North Carolina. III. Organization and Records 1. Accession record kept up-to-date. 2. Books classified and marked by the Dewey Decimal classification system. If a list of the books, giving author, title, publisher, and leaving a one-inch margin on the right hand side of the page is sent to the School Library Adviser, State Department of Public Instruc-tion, Raleigh, N. C, she will indicate the correct classification number and return the list to the school so that it can be used as a guide for the proper number to be put on the back of each book. 3. Simple shelf list on cards. 4. Card loan system with record of circulation kept. 5. Record of yearly additions, discards, total number of books, circula-tion statistics. 6. State library report blank filled out and sent in annually. Handbook fob Elementary and Secondary Schools 17 IV. Library Boom, Furniture, and Equipment 1. A library room, large enough and equipped to seat an entire class group, is desirable. Help on plans for the furniture and equipment of such a room is available from the School Library Adviser, De-partment of Public Instruction, to any school superintendent. 2. Where a library room is not available, a book storage room may be useful. 3. Book shelving should be in every classroom. Shelving should not be over 5 feet high. Shelving should be placed so that every child can reach every shelf. Shelving 8 inches deep cares for regular sized books. Picture books usually require shelves 10-12 inches deep. Spaces between shelves should be at least 10 inches in the clear. 4. A special cabinet should be provided for storage of teaching material and old books. V. Lessons on the Use of Books and Libraries (See Chapter VII. North Carolina School Library Handbook.) 1. Care of Books. 2. Make-up and Printed Parts of Books. 3. Use of the Dictionary. 4. Use of the Encyclopedia. 5. Arrangement and Use of the Library. 6. Classification of the Books. 7. Use of the Card Catalog. (This is taught only if there is a card catalog.) 8. Simple Bibliography Making. 9. Note taking. 10. Special Reference Books—Atlas, Handbook of Games, Handbook of Science, etc. VI. Librarian It is desirable that there be at least one teacher in each school who has had some library training and who is placed in charge of the Elementary School Library. VII. Professional Books Ten or more professional books selected from those listed in the State Course of Study and from lists which may be supplied from time to time by the State Department of Public Instruction. SUPPLEMENTARY READERS Eighty copies for each grade selected from State adopted lists, see p. 58. and list printed in Elementary School Register. Each grade in the elementary school must have an easy supplementary reading series—20 copies each for grades 1-7; include 20 copies of the primer in the same series for the first grade. The remaining books for each grade (40 for first and 60 for grades 2-7) should provide a varied reading program for reading practice and source materials, including history, science, music, art, geography and travel, poetry 18 Handbook for Elementary and Secondary Schools and literature, health and citizenship readers. A minimum of 5 copies of the text in any one field must be provided. DICTIONARIES I. Three dozen children's dictionaries owned by the school, elementary or intermediate edition preferred. The list of dictionaries adopted by the State Board of Education is as follows: Webster's Shorter Scbool Dictionary. American. $.88. Webster's Elementary Dictionary for Boys and Girls. American. $1.14. Winston Simplified Dictionary. Winston. Primary edition $ .75 Intermediate edition 1.00 Webster's School Dictionary. Acorn. $.66. The Thorndike-Century Junior Dictionary. Scott. $1.14. II. One dictionary for the teacher's desk in each classroom. The following are approved: Webster's Collegiate Dictionary. Merriam. Webster's Students Dictionary. American. The Winston Simplified Dictionary, Advanced edition. Winston. Macmillan's Modern Dictionary. Macmillan. III. One unabridged dictionary for the school. Webster's New International Dictionary. Second edition. Merriam. MAPS AND GLOBES To assist superintendents, principals and teachers in the selection of maps the Division of Instructional Service of the State Department of Public Instruction with the assistance of elementary school, high school and college teachers, has made a study of the materials available and recommends the use of maps listed herewith. It will be observed that maps, charts and globes are supplied by the following companies: Denoyer-Geppert Company, 5235-5257 Ravenswood Ave., Chicago, 111. A. J. Nystrom & Company, 3333 Elston Ave., Chicago, 111. Rand McNally & Company, 111 Eighth Ave., New York, N. Y. Weber Costello Company, Chicago Heights, 111. C. S. Hammond & Company, New York, N. Y. Maps and globes which will satisfactorily meet the minimum requirements are listed below. It is recommended that all the maps be obtained mounted singly, either on spring roller or in folded form, except the blackboard out-line maps, which can be satisfactorily used in the mounting with plain rollers top and bottom. A. One set of Physical-Political Maps, including maps of the United States, Europe, Asia, Africa, North America, South America, Australia, and the World: Denoyer-Geppert—The New Geography Jr. Physical-Political Maps, "J-r" series, size 44" x 58", or the "J-rp" series, size 44" x 58". Nystrom—The Atwood Series Regional-Political, average size 52" x 60", or the Parkins Physical Environment Maps, average size 65" x 58". Rand McNally—The Ranally Physical-Political Series, size 40" x 56", or the Goode Physical Series, size 66" x 46". Weber Costello—The Bacon Semi-Contour Political-Physical Combi-nation Maps, average size 48" x 41"; The Reality Political- Physical World Map. Hammond—New World Series. Handbook fob Elementary and Secondary Schools 19 B. One set of Blackboard Outline Maps including the United States, Europe, South America and the World: Denoyer-Geppert—The Cartocraft Two-Print, slated wall outline maps. Series CS, size 64" x 50", or Series CJ, size 44" x 50". Nystrom—The Royal Series of Blackboard Maps, size 64" x 46", or Progressive Series, size 52" x 44". Rand McNally—The Rand McNally Blackboard Outline Maps, size 46" x 66". Weber Costello—The Standard Blackboard Outline Maps, size 50" x 60". C. Political Maps of the United States and North Carolina: Denoyer-Geppert—The "J" series Political United States, size 44" x 58", and map of North Carolina SI32, size 52" x 26". Nystrom—Whitbeck Finch Series Political United States, size 65" x 55", or American Geographers Series Political United States, size 52" x 60", and State map UI32, North Carolina, size 52" x 26". Rand McNally—Goode Political Series Map of the United States, size 66" x 46", or the Ranally Political Series Map of the United States, size 40" x 56". Weber Costello—The Vito-Graphic Political Map of the United States, size 48" x 3814", or Bacon's Standard Political Map of the United States, size 48" x 41", and map of North Carolina, No. St.31, size 60" x 48". D. One 16" Physical-Political Globe with desk-stand or floor-stand base and movable meridian. The globes listed are with desk-stand: Denoyer-Geppert—GI6-P3 Globe. Nystrom—Parkins Physical-Political Globe GI63. Rand McNally—Physical-Political Globe No. 3335. Weber Costello—Globe No. 433-D. Hammond—Globe No. 1610. E. United States History—A minimum of nine maps. The Tryon Maps are probably more suitable for the elementary school. Denoyer-Geppert—The Hart-Bolton Basic American History Wall Maps, size 44" x 32". A suggested list includes A2, A4, A5, A7, A10, A12, A15, A20, A24. Nystrom—The Sanford-Gordy American History Maps, size 50" x 38". Suggested list: SGI, SG2, SG4, SG7, SG8, SG10, SG15, SG17, SG20. Weber Costello—Tryon Illustrated American Maps, size 40" x 49". This list includes T-1A, T-2A, T-3A, T-4A, T-5A, T-6A, T-7A, T-8A, T-9A. Recommended But Not Required: A. A slated globe. B. Wall outline maps and other similar publications of the Friendship Press, 150 Fifth Avenue, New York City. C. Desk outline maps for the pupils. These are obtainable from the com-panies listed above. D. North Carolina Social Science Maps. A. R. Newsome, Editor. Denoyer- Geppert. E. The Life and Latitude Chart for use with Reality World Map. Weber Costello. CLASSROOM AND GENERAL EQUIPMENT Classroom Equipment: Minimum Requirements Furnishings 1. Recitation chairs (15 to 20) in each first grade classroom. Also recommended for grades two and three. Movable furniture (individual tables and chairs suggested) is recommended for all 20 Handbook fob Elementaey and Secondaey Schools grades. These tables and chairs are recommended for all work in primary grades. 2. Teacher's desk and chair. 3. Bookcase or shelves suited to class needs. 4. Work tables or reading table. 5. Filing space for work materials of teacher and of pupils. 6. Provisions for care of lunches and wraps. 7. Adjustable window shades where needed. 8. One or more bulletin boards. Art 1. Each pupil supplied with a copy of basal text in drawing or six copies for each grade owned by the school. 2. An easel at least 20" x 30". 3. Crayon—a continuous supply with at least one box per pupil. Large primary crayons for first grade. 4. Cold water paints—one set of eight colors, half pint of each. 5. Art brushes—two dozen brushes y2 " to %" wide, for desk work, with a small collection of narrow widths. 6. Modeling clay—ten pounds. 7. Manila drawing paper—20 sheets, 12" x 18", per pupil. Can be cut to various sizes as needed. 8. Coarse manila paper for poster and frieze work—6 square yards; also bogus paper. Music Each pupil supplied with a copy of basal text in music, or two sets of 40 copies each owned by the school for use in the various grades. Penmanship and Writing Paper 1. Each pupil supplied with a copy of basal text in penmanship. 2. Pencils for work of each pupil. Pencils with soft, large lead for grades one and two. 3. Writing peas and ink for all pupils in grades five, six, and seven. Recommended also for grade four. 4. Penmanship practice paper—continuous supply suited to grade needs. 5. Composition paper—minimum of 40 sheets per pupil. 6. Unprinted newspaper—large sheets, a total of 12 square yards. Additional material 1. One yardstick and twenty-four rulers. 2. Scissors—two dozen, blunt point. 3. Tools—1 small strong saw, 1 vise, 1 screw driver, 1 coping saw, 1 small, large-headed hammer, nails and varying size tacks. 4. Manila tag board—5 square yards for primary grades, 3 square yards for grammar grades. 5. Clock or clockface. General Equipment: Minimum Requirements 1. Principal's office and equipment. 2. School records up-to-date and filing space for them. 3. Auditorium and equipment. Handbook for Elementary and Secondary Schools 21 4. Storage space for general supplies. 5. General bulletin board. 6. Janitorial supplies and storage space. 7. Duplicator, mimeograph, or hectograph for preparing classroom ma-terials. 8. Printing press. 9. Paper cutter. 10. Seventy art prints selected from State approved list in the Course in Art Appreciation. See p. 176. 11. Phonograph and records selected from State suggested list in the Music Appreciation Courses, p. 151. 12. Special reading material (that may be prepared by teachers or bought) a. Teacher's manual for use with basal texts in each grade. b. Complete set of Phonic Cards for the phonic facts to be taught. c. Sets of phrase cards for basal primers and basal first readers. d. Set of word cards for first basal primer and first basal reader. NOTE—Materials for basal readers may be secured from the publishers of the adopted texts. 13. Number cards and games for teaching number combinations and the four fundamental processes. 14. First-Aid Kit. 15. Emergency rest room or cot. General Equipment Recommended But Not Required 1. Cafeteria or lunch room. 2. Scales for weighing pupils. 3. Rugs or other provisions for rest periods in primary grades. 4. Playground apparatus and equipment. 5. Running water and floor plug for electric attachment in each room. 6. Piano. 7. Radio. 8. Instruments for toy orchestra. 9. Lantern and lantern slides. 10. Moving picture machine and films. 11. At least one room which can be darkened so as to use lantern and moving picture machine. 12. United States flag, and flag pole on grounds. 13. North Carolina flag. 14. Variety of good pictures, panels, statuary, vases and other objects of art for each classroom. 15. Growing plants. 16. Aquarium or terrarium. 17. Variety, as to texture, color, and size, of drawing and construction paper. 18. Variety of coloring materials—wax and pressed crayons, water color, show card colors, oil colors, plasticine. 19. Weaving frame and weaving materials. 20. Soft wood, soap and other materials for carving, modeling and general construction work. 21. Standardized tests carefully selected for use with pupils. 22. Standard handwriting scale for each classroom. 22 Handbook for Elementary and Secondary Schools Section V: The School Plant In the planning, remodeling, enlarging or rehabilitation of elementary school plants, the following standards are suggested: SITE Size—School sites should be ample in size: (1) for the building and future extensions, (2) for the proper setting of the building and its removal from the noise and dust of the highway or street. Playground—Sites should also be ample in size for elementary children, and for all other play and recreation for the children to be served. A mini-mum of ten acres is recommended for a standard elementary school. Location—In locating school sites, avoid (1) proximity to railroads, gas plants, factories, and other sources of noise and odors, and (2) poorly drained sites—artificial drainage is expensive. THE GENERAL PLAN The chief considerations in determining the general plan are: (1) orien-tation, (2) natural light and ventilation, (3) flexibility to permit future additions, (4) aesthetic fitness, and (5) economy. It is also suggested: (a) that in addition to mere classroom space, provision be made for heating and ventilation, blackboards, bulletin boards, supply cabinets, book-cases, and means for the hanging of children's and teachers' clothing; and (b) that other desirable features, depending upon the character of the school, include such items as provision for room clock, temperature control, electric outlets for lighting, projection, and vacuum cleaning, interphone connections, radio connections, lavatory and drinking facilities, project lockers, and such other special features as the school organization may require. CLASSROOMS Dimensions: (1) The width of the classroom, unilaterally lighted, should be not more than twice its height, 21 feet to 22 feet, being the usual and desirable widths. (2) Under normal conditions the height of the class-room should be 12 feet. (3) The length of a classroom should be determined by the desired seating capacity of the room, but classrooms less than 30 feet in length can rarely be justified. (4) There should be provided in the front end of the classroom a minimum of six feet between the first row of seats and the front wall. (5) In the rear of the classroom there should be provided approximately 3 feet between the last row of seats and the rear wall. Seating Capacity—The normal seating capacity of classrooms shall be determined by allowing 16 square feet of the total floor area for each pupil. Aisles—For safety and convenience in passing up and down classrooms, aisles next to walls should be at least 30 inches wide, and intermediate aisles at least 18 inches wide. Doors—(1) Doors to classrooms should be at least 3 feet by 7 feet by 1% inches. A clear wire-glass pane in the upper part of the door is a desir-able feature. For natural light in the corridors, the remaining upper part of the door may be of translucent panelled glass. (2) For the purpose of cross ventilation transoms should be placed over all classroom doors. Handbook for Elementary and Secondary Schools 23 Location of Windows—It is recommended: (1) that all classrooms be unilaterally lighted, (2) that windows be placed on the long axis of the room, (3) that east and west fenestration be preferred over north and south, (4) that the top of the upper sash of windows be within six inches or less of the ceiling, (5) that no window panes be placed so low that light enters the room below the plane of vision of pupils seated next to the windows, (6) that the window area be one-fifth of the floor area, (7) that for the purpose of cross ventilation high breeze windows be provided in the wall opposite the outside windows, (8) that where artificial illumination is required the lighting units, properly spaced, should be hung so as to insure at least 8 to 12 foot-candles at desks of pupils without objectionable glare. Blackboards—(1) Prom 20 to 40 running feet of blackboard should be provided for each classroom; (2) blackboards need not be more than 42 inches in width, thirty-six inches being generally satisfactory; and (3) the height of the chalk trough above the floor should be for: 1st and 2nd grades, 24 to 28 inches; 5th and 6th grades, 28 to 32 inches; 3rd and 4th grades, 26 to 30 inches; 7th and 8th grades, 30 to 36 inches. Color of Walls and Ceilings—(1) All walls should be of a color with a light reflecting factor of approximately 50%. Light buff or ivory tan colors are recommended. Wainscotings and dadoes may be darker colors. (2) In all cases, the ceiling should be ivory, white or light cream with a light reflect-ing factor of not less than 60%. (3) Avoid glossy finishes. Window Shades—Translucent shades, the color of which harmonizes with the classroom colors, should be used and so installed that the entire window may when desired be unshaded, and that any portion of the window may be shaded without shading other portions. Cloakrooms, Wardrobes and Lockers—It is recommended that each classroom provide suitable space for the children's outer garments in one of three ways: (1) Ventilated cloak rooms approximately 5 feet wide, with an outside window having a glass area of not less than one square foot to every 10 square feet of floor area; also with two hook strips placed respectively 3% and 5 feet above floor, each to be equipped with a sufficient number of hooks staggered 18 inches apart on each strip. A pole equipped with hangers may be substituted for hook strips. Coat rooms as described above with a classroom wall in the form of a stationary screen are acceptable when the area behind the screen is properly ventilated. (2) Ventilated wardrobes easy of access and convenient for use, opening preferably into the classroom. (3) Ventilated lockers in corridors, providing ample space for outer garments and placed so as to be convenient for use. Separate space should be provided for teachers. Shelving—Each room shall be supplied with adequate shelving for library books. See Library under Requirements 'for Accredited Elementary Schools, item IV, page 17. Each room shall have a cabinet or sufficient shelv-ing to take care of instructional supplies. CORRIDORS (1) The minimum clear passageway of the main corridor or corridors of any school, building containing four classrooms or more shall be 8V2 feet. (2) While the minimum clear passageway of secondary corridors varies with 24 Handbook foe Elementary and Secondary Schools the length of such corridors and the number of classroom doors leading to them, such secondary corridors shall be approximately 5 feet in width. (3) Corridors and passageways shall be well lighted. Outside windows are always desirable. Transoms and half glass doors are helpful. Artificial illumina-tion to the amount of 3 foot-candles is recommended. (4) No projections beyond the face of the corridor walls shall be in excess of 8 inches. (5) No radiators, drinking fountains, wash-basins or other equipment shall be placed on corridor walls unless the latter be recessed to receive them. TOILETS Location, Size and Construction—(1) Toilet rooms should be provided on each floor for each sex. (2) The toilet rooms for the two sexes should be located in different ends of building where practicable. They should be easily accessible from playgrounds and from classrooms. Do not locate toilets in basements. (3) The minimum width should be 10 to 12 feet and the length sufficient to accommodate the number of fixtures needed. (4) The rooms should be so arranged that pupils have space to pass without crowding. Lavatories should be accessible and a mirror provided, but this should not be over the lavatories. (5) Toilets should be so located and screened that the interior is not visible from corridors. Stalls should be provided for toilets. Doors to these are desirable for girls, but not for boys. Toilet floors and walls should be finished in impervious materials permitting wash-ing down and all internal corners should be coved. (6) Ample sunlight is the best disinfectant for toilet rooms. As many windows as possible placed at least 6 feet from the floor should be provided. Plumbing—Water closet bowls, urinals and wash basins or lavatories should be of vitreous china. The water closet bowls should be of the extended —lip or elongated—rim type. The seats should be of impervious material with open fronts. The number of closets in elementary schools should be figured at one for each 15 to 20 girls and one for each 25 to 30 boys. The ratio of water closets to the number of pupils decreases as the size of the school increases. (2) For primary children the height of the toilet seat should not be over 10 inches; for grammar grade children 11 inches; for high school children 13 to 14 inches. The "standard" height of 16 inches for toilet seats is too high for 75 percent of the children. (3) Separate toilets, adjacent to the classrooms, are a desirable feature for primary units. (4) The toilet should be of a type that will wash down with each flushing. (5) There should be one urinal for each 20 boys in the smaller schools. The ratio decreases as the size of the school increases. (6) The urinal should be of a type that is easily flushed and that can be kept clean. (7) One lava-tory should be provided for every 2 toilet fixtures. (8) Lavatories for elementary grades should not be over 25 inches in height. In high schools 27 to 30 inches is an acceptable height. (9) A soap dispenser should be provided in connection with the wash basin. Hose connections and slop sinks should be provided for the janitor's use. DRINKING FOUNTAINS Type and Location—It is recommended: (1) that indoor drinking fountains be of the wall type mounted on the surface of the wall, or in recess Handbook fob Elementaby and Secondaby Schools 25 alcove not less than 2 feet 6 inches wide and not less than 6 feet high, so that drinking fountains do not project beyond the surface of the main wall, (2) that all drinking fountains be supplied with an automatic regulator, (3) that outside drinking fountains be of the frost proof type, (4) that all drinking fountains be of the angle stream type with the orifice above the rim of the bowl, (5) that a drinking fountain be installed in the primary classroom, and (6) that fountains be located in corridors and near play-grounds for the upper grades. Do not place drinking -fountains in toilet rooms. Size and Number—The height of drinking fountains should be: (1) for the first three grades not over 24 inches from floor, (2) for grades 4 to 7 not over 30 inches from floor, and (3) for grades 8 and up 30 to 36 inches from floor. One fountain should be provided for every 25 to 40 persons to be served. PRIMARY ROOMS The general requirements outlined above apply to primary as well as grammar grade units. However, attention is directed to the following prin-ciples which should be incorporated into the planning of primary units: Orientation—West orientation is preferable for the primary units. This makes it possible for west rooms to receive much healthful sunlight without any interference, since the children are usually ready to be dismissed before the sun comes into the room in the afternoon. Size—The space allotted to the primary unit should be from 21 to 22 feet in width by approximately 45 feet in length. A desirable arrangement of this space is to have a recitation room 30 feet in length with an activity room 15 feet in length. Equipment—Window seats, work tables, drinking fountains, lavatories and storage space should be provided in the activity room. Blackboards—Blackboards for primary units should be 24 to 28 inches from the floor. The width of the board need not be over 36 inches. Twenty running feet will be ample for the primary grades. This should be on the wall opposite the windows. The teachers' blackboards should be in the center of the front wall, but need occupy only about one-third of the space. This will provide room on the front wall for bookcase and space for hanging desirable pictures. Bulletin Boards—Bulletin boards, the same distance from the floor and the same width as the blackboards, should be provided. A section at least 10 feet in length is desirable. Tack strips, which are not to be confused with bulletin boards, should be placed above the blackboards and bulletin boards. Project Lockers—Project lockers 12 inches by 15 inches in size with a depth of about 15 inches should be provided for each pupil in the primary room. 26 Handbook for Elementary and Secondary Schools REQUIREMENTS FOR ACCREDITED HIGH SCHOOLS A standard high school as defined in the State law is as follows: "A school term of not less than 160 days; four years or grades beyond the seventh elementary grade; three teachers holding required certificates; not less than forty-five pupils in average daily attendance; a program of studies approved by the State Superintendent of Public Instruction; and such equip-ment as may be deemed necessary by the State Superintendent of Public Instruction to make the instruction beneficial to pupils: Provided, however, that in schools maintaining a nine months' term, meeting all over require-ments and offering superior instruction, fewer than forty-five pupils in average daily attendance may be considered." (1923, c. 136, s. 8; 1927, c. 40, s. 1.) The 1937 School Machinery Act gives the State School Commission au-thority to establish elementary and high schools as follows: "School Organizations. The State School Commission, in making provi-sion for the operation of the schools, shall classify each county as an admin-istrative unit and shall, with the advice of the County Board of Education, make a careful study of the existing district organizations when deemed necessary for the economical administration and operation of the State school system and shall determine whether there shall be operated in such district an elementary or a union school. Provisions shall not be made for a high school with an average daily attendance of less than sixty pupils, nor an elementary school with an average daily attendance of less than twenty-five pupils, unless a careful survey by the State Superintendent of Public Instruc-tion and the State School Commission reveals that geographic or other conditions make it impracticable to provide for them otherwise." (1937, c. 394, s. 5.) SUMMARY There are two groups of accredited high schools in North Carolina: Group I—Class AA, Class A and Class B (Term 180 days). Group II—Class A, and Class B (Term 160 days). (Class B is the lowest standard or accredited school.) The standards of these groups are set forth as follows: Group I—Class AA. 1. A four-year ccurse of study beyond the seventh grade. 8. Length of term—nine months, or 180 days, exclusive of holidays. 3. Number of teachers—twelve or more teachers holding proper certificates. 4. Length of recitation periods—at least forty minutes. 5. Sixteen standard units required for graduation. 6. Laboratory facilities for the teaching of Science, requirements met in full. 7. Library requirements met in full. 8. Required number of maps, charts, and other equipment. 9. Attendance—a number of pupils in average daily attendance sufficient to secure twelve teachers. Group I—Class A. 1. Four-year course of study. 2. Length of term—nine months, or 180 days, exclusive of holidays. 9. Number of teachers—six whole time teachers holding proper certificates. 4. Length of recitation periods—at least forty minutes. 5. Sixteen units required for graduation. 6. Laboratory facilities for the teaching of Science. 7. Library requirements met in full. 8. Maps according to requirements. 9. Attendance—a number of pupils in average daily attendance sufficient to secure six teachers. Handbook fob Elementary and Secondary Schools 27 Group I—Class B. 1. Four-year course of study. 2. Length of term—nine months, or 180 days, exclusive of holidays. 3. Number of teachers—four whole-time teachers, one of whom may be a teacher of vocational subjects. 4. Length of recitation periods—at least forty minutes. 5. Sixteen units required for graduation. 6. Laboratory facilities for the teaching of Science. 7. Library requirements met in full. S. Maps according to requirements. 9. Attendance—-a number of pupils in average daily attendance sufficient to secure four teachers. Group II—Class A. 1. Four-year course of study. 2. Length of term—eight months, or 160 days, exclusive of holidays. 3. Four whole-time teachers, one of whom may be a teacher of vocational subjects. 4. Length of recitation periods—at least forty-five minutes. 5. Sixteen units required for graduation. 6. Laboratory facilities for the teaching of Science. 7. Library requirements met in full. 8. Maps according to requirements. 9. Attendance—a number of pupils in average daily attendance sufficient to secure four teachers. Group II—Class B. 1. Four-year course of study. 2. Length of term—eight months or 160 days, exclusive of holidays. 3. Three whole-time teachers, holding proper certificates. 4. Length of recitation periods—at least forty-five minutes. 5. Sixteen units required for graduation. 6. Laboratory facilities for the teaching of Science. 7. Library requirements met in full. 8. Maps according to requirements. 9. Attendance—a number of pupils in average daily attendance sufficient to secure three teachers. DETAIL REQUIREMENTS In the interpretation of the law quoted above, the following suggestions and requirements are made for the development of an accredited high school : 1. Teachers Every teacher employed in a standard or accredited high school must hold a high school teacher's certificate issued by the Division of Professional Service. This requirement holds for all classes of schools, public and pri-vate, white and colored, urban and rural. High school teachers' certificates issued as of July 1, 1931, and thereafter, represent graduation from standard four-year colleges. These certificates 28 Handbook foe Elementary and Secondary Schools are issued on the basis of transcripts of college records, which show the professional credit and specialized work required for each certificate. Each applicant should meet the requirements in two or more teaching fields. The subjects for which certification is granted will appear on the face of the certificate. Certificates issued prior to July 1, 1931 were issued on a general rather than subject basis and may be renewed. The requirements at present for the High School Principal's certificate are three years' successful experience on the High School Class A certificate and six semester hours credit in courses in Administration and Supervision. For detailed information relative to certificates write the Division of Professional Service, State Department of Public Instruction, Raleigh, N. C. 2. Length of Term The length of term in Group II, Class B School, which is the lowest class of accredited high schools, must be eight months or 160 days, exclusive of holidays. 3. Length of Recitation Periods With an eight months' term, 160 days, recitation periods must be forty-five minutes in the clear in order that each course may be 120 clock hours, or a unit of work. In arranging a daily schedule provision should be made for at least five minutes between recitation periods to allow for time spent in changing classes. The actual time spent in instruction during each reci-tation period must be forty-five minutes. In most schools there is a demand for the hour or sixty minute period. When the daily schedule is arranged on this basis there should be six such periods in the school day; there must be at least five. If the school is organized on the hour basis Science courses may be given five periods per week. If a shorter period is used seven periods per week should be devoted to each Science. The advantage of the longer period is in the opportunity which it gives for supervised study. If the hour period is properly used it should prove more satisfactory than a shorter period. Some schools are interested in making experiments with a period longer than one hour. Whenever an experiment of this sort is carefully planned, permission may be obtained for increasing the length of the period. 4. Number of Units Required for Graduation At least sixteen standard units are required for graduation. A unit is defined as follows: A unit is the credit allowed for the satisfactory com-pletion of a course pursued for thirty-two weeks or more per year with five recitation periods per week, and forty-five minutes per period. If the term is thirty-six weeks, recitation periods may be forty minutes in length. A unit of work is 120 clock hours. The requirements for graduation differ somewhat for the various cur-ricula. A definite statement of graduation requirements will be found in the discussion of each curriculum in the section on Suggested Curricula, Organi-zations, and Schedules. Handbook for Elementary and Secondart Schools 29 With some exception the following are the requirements for graduation: Subject Units English 4 Mathematics 2 Social Studies 2 Science* 2 Foreign Language 2 Elective 4 Total 16 A course in General Business Training may be substituted for one of the units in Mathematics, and students may be exempted from the requirement of two units of foreign language in the following ways: 1. By offering four units of Agriculture. 2. By completing the two year course in Commercial Education in the tenth and eleventh grades. 3a By offering two units of Home Economics plus three units of science— ' General Science, Biology, Chemistry, and Physics, making a total of five units. 3b. By offering three units of credit in Home Economics plus Biology and Chemistry, making a total of five units. 3c By offering two units of Agriculture or Industrial Arts plus three ' units of science—General Science, Biology, Chemistry, Physics, making a total of five units. 5. Average Daily Attendance There must be at least forty-five pupils in average attendance in the lowest accredited school. New schools which do not make a sufficient average daily attendance to secure three State allotted high school teachers will not be considered for accredited rating. The 1937 School Machinery Act makes an average daily attendance of 60 as the minimum for the establishment of a high school. 6. Course of Study A four year course of study must be provided. This means ordinarily the eighth, ninth, tenth, and eleventh grades. In some schools there are twelve grades and in some instances the eighth grade is regarded as a part of the junior high school. There is nothing to prevent the organization of a high school on the junior-senior basis. When an effort is made to organize on this basis it is suggested that the seventh and eighth grades be organized as a junior high school and the ninth, tenth, and eleventh grades as the senior high school. In schools where there are twelve grades it will be more convenient to organize on what is known as the 6-3-3 plan, the six year elementary school, a three year junior high school, composed of grades seven, eight, and nine, and a senior high school composed of grades ten, eleven, and twelve. In small high schools with three or four teachers and an average daily attendance of forty-five to seventy-five pupils, it is not advisable to attempt to organize on the junior-senior basis. Every school should be organized as suggested in the section giving suggested curricula, p. 90. *A unit of geography may be substituted for any science except biology. 30 Handbook for Elementary and Secondary Schools H.*/— * (-.«/-! 7 fc*/-< £-0/-« MM *-,»/-J i— r EI T^T - ( / V cr 5 £ hiik noo — /-^ r\ i r ) C _d cs_ O Q, ,l'"«l """! ?^ od Handbook for Elementary and Secondary Schools 31 7. Equipment LIBRARY I. Library Room 1. Size of classroom as minimum. 2. Floor space to seat 10% of student body at tables and chairs. A minimum of 36 seats should be provided. 3. Floor space of approximately 25 square feet per reader cares for tables, chairs, aisles, and furniture. 4. Room centrally located, well heated, well ventilated, well lighted. 5. Librarian's work room or conference room with running water (may be provided by cutting off one corner of the room with low shelving). This is needed for routine work, mending, magazine storage and the like. It should contain shelves and storage space. 6. Walls and ceiling should be light colored, preferably buff. 7. Woodwork should be light, preferably light oak. 8. Floor covering and/or chair slides should be provided. 9. Library open entire school day under supervision. H. Furniture and Equipment—(Pictures and specifications will be sent upon request.) 1. Shelving built according to specifications, allowing shelf space for 5-10 volumes per pupil, estimating 8 books per linear foot. a. Shelving should not be over 6 ft. 10 in. high. b. Each shelf 36 in. long with solid upright between sections. c. Shelves should be 8 in. in depth, % in. thick. d. Metal strips and brackets provide adjustable shelves. e. When stationary shelving is built, 10 in. in the clear should be provided between shelves. One section should have 12-14 in. space between shelves for large volumes such as encyclopedias. f. Projections on tops or sides should be avoided. 2. Tables—Standard size (3 ft. by 5 ft. to seat 6, or 3 ft. by 7 ft. to seat 8, 28 to 30 in. high). Tables should be strongly built without foot rests or drawers. 3. Chairs—Strongly built, standard height (18 in.), without arms. 4. Librarian's desk. A flat-top desk similar to that for a teacher is desirable in the small school. The top drawer should be deep enough to hold a 3 in. by 5 in. book card. In larger schools a regulation loan desk is desirable. 5. Pamphlet or vertical file to care for pamphlets, pictures, clippings, etc. (At least 4 drawers). Preferably legal size. 6. Catalog case (at least 4 drawers) to hold 3 in. by 5 in. cards. Each drawer should be fitted with a rod. 7. Bulletin board—Cork, masonite, or celotex is satisfactory. 24 in. by 36 in. is a convenient size. 8. Magazine and newspaper racks. (May be made as part of shelving.) 9. Dictionary stand of wood. 10. Typewriter (for larger schools). m. Books 1. Basic collection of 300 titles selected from the State approved list and 32 Handbook fob Elementaby and Secondaey Schools including the distribution indicated below: Government documents, textbooks, and pamphlet type books are not included. a. Abridged or Unabridged Standard Catalog for High School Libraries 1 (Order from H. W. Wilson Company, 950 University Avenue, New York.) b. Approved Encyclopedia (World Book, Americana, Britan-nica, 14th edition. Listed in order of preference) - 20 c. Government, Civics, Economics 10 d. Language—Unabridged Dictionary and Language dictionary for each language taught 2 e. Science 25 f. Useful Arts .._ 10 g. Fine Arts 10 h. Literature: (Essays, plays, history of literature, etc.). ..... 25 i. Poetry 20 j. Geography and Travel 25 k. History and Biography.— 75 1. Standard Fiction 75 m. Atlas . 1 2. For schools of more than 100 enrollment, the collection should con-tain a minimum of not fewer than 3 books per pupil selected from the Standard Catalog for High School Libraries. The distribution by subject should be approximately as follows: Dewey Decimal Nos. Subject Percentage 000-099 General Reference 8% 100-199 Philosophy ... 1% 200-299 _ ...-. Religion and Myths 1% 300-399 Civics, Economics .._ 5% 400-499 Languages 2% 500-599 Science 10% 600-699 Useful Arts 10% 700-799 Fine Arts _ 5% 800-899- Literature 15% 910-919 Geography and Travel.... 5% 920-929. Biography 8% 900-909; 930-999 History 10% FandSC Fiction and Story Collections 20% 3. Only books in good physical condition are acceptable. A well bal- . anced collection should be maintained. IV. Magazines and Newspapers 1. Minimum requirements in magazines selected from the following and including at least one from each group: a. Current topic: *Current History, Literary Digest, Time, News Week, Congressional Digest. b. Literary: Atlantic Monthly, Harper's Magazine, *Scribners, *Readers Digest. c. Scientific: Aviation, Nature Magazine, *Popular Mechanics, Popu-lar Science Monthly, Radio News, Scientific American. d. General Content: American Boy, American Girl, American Maga-zine, *Boy's Life, Scholastic, Open Road for Boys, Saturday Even-ing Post. e. Miscellaneous: Better Homes and Gardens, Good Housekeeping, Hygeia, Industrial Education Magazine, School Arts Magazine, Asia, *National Geographic. 2. Enrollment to 100, a minimum of 5 magazines. 3. Enrollment 100-300, a minimum of 10 magazines. 4. Enrollment 300-600, a minimum of 15 magazines. Handbook for Elementary and Secondary Schools 33 5. Enrollment more than 600, a minimum of 20 magazines. 6. Minimum requirements in newspapers, at least one good daily State newspaper, Sunday edition of a large newspaper with world features is desirable. V. Organization and Records. 1. Accession record kept up-to-date. This may be part of the shelf list in schools employing trained librarians. 2. Books classified and marked by the Dewey Decimal classification system. 3. Shelf list on cards. 4. Card loan system with record of circulation kept. 5. Record of yearly additions, discards, total number of books, circula-tion statistics. 6. Yearly inventory. 7. State report blank filled out and sent in. 8. Card catalog required in all schools employing librarian half time or more. VI. Course of at Least Ten Lessons in Use of Books and Libraries. If given consecutively these should count half month's grade. The State adopted English texts include such lessons. Suggested topics for lessons: 1. Organization and Regulations. 2. Make-up and Care of Books. 3. Classification and Arrangement. 4. Dictionary. 5. Encyclopedias. 6. Special Reference Books. 7. Card Catalog. 8. Vertical File and Magazines. 9. Note Taking and Bibliography Making. 10. Book Resources Outside the Library. VII. Librarian 1. Librarian must hold a high school teachers' certificate and be paid on basis of certificate held. 2. Schools with 6-8 teachers. One teacher with minimum of 6 semester hours in Library Science assigned to library two consecutive periods daily. 3. Schools with 9-12 teachers. One teacher with minimum of 12 semes-ter hours in Library Science assigned to library half of school day. 4. Schools with more than 12 teachers. One teacher with minimum of 24 or more semester hours in Library Science assigned to the library full time. MAPS The requirement for maps in the high school is met by securing two sets of history maps, one in World History and the other in American History. In union schools, the elementary department must be supplied with all maps required for accredited elementary schools. In schools where the high 34 Handbook for Elementary and Secondary Schools school department is separate from elementary school, the high school must have in addition to the history maps the complete set of Physical-Political Maps required of elementary schools. 1. World History—A set of at least seven maps. Denoyer-Geppert—The Breasted-Huth-Harding Wall Map Series, size 44" x 32". A suggested list includes B3, B9, B13, H4, H13, H16, H32. Nystrom—European History Maps—The Webster-Knowlton-Hazen Maps, size 50" x 38". A suggested list includes AH4, AH9, AH12, MM2, MM10, MM14, MM23. Rand McNally—Westermann European and World History Maps, size 66" x 46". A suggested list includes I, II, V, VII, IX, X, XII. 2. American History—At least nine maps. Denoyer-Geppert—The Hart-Bolton Basic American History Wall Maps, size 44" x 32". A suggested list includes A2, A4, A5, A7, A10, A12, A15, A20, A24. Nystrom—The Sanford-Gordy American History Maps, size 50" x 38". Suggested list includes SGI, Sg2, Sg4, SG8, SG10, SG15, SG17, SG20. Recommended But Not Required: Additional maps and charts are recommended for Civics, Economics and High School Geography. Material of this sort may be purchased from the Denoyer-Geppert Company in the Hart-Matteson Series and the Hart-Bolton Series, and from the Nystrom Company in the Hughes, Sanford-Gordy, Web-ster- Knowlton-Hazen, and Pinch Series. For other recommended maps, see elementary requirements, p. 18. SCIENCE LABORATORY There must be set apart for laboratory work at least one room which should have the necessary furniture and supplies. Suggestions regarding furniture and minimum laboratory apparatus lists follow: Tables. For teacher—One demonstration table, 60 in. long, 30 in. wide, 34 in. high; should have drawers, enameled sink, and removable balance rods. For pupils—A sufficient number of tables with balance rods and stools or chairs to accommodate largest laboratory section. The most popular sizes for tables are: 4-pupil capacity—72 in. long, 42 in. wide, 30 to 32 in. high; 2-pupil capacity—60 in. long, 30 in. wide, 30 to 32 in. high. Although it is not undesirable for these tables to have drawers it is not necessary, as apparatus can be stored more satisfactorily in a separate cab-inet. Tables should be heavy and rigidly constructed, the top at least iy2 inches thick and well put together. Chairs or Stools. There should be a number of chairs or stools sufficient to accommodate the largest laboratory section. In systems where there is congestion and one room has to be used for both recitation and laboratory purposes, chairs (without arms) should be supplied; otherwise, stools would be more satisfactory. Height of chairs, 18 inches; stools, 20 inches. One Room Departments. In many schools it is often desirable to equip one room for science work to be used for both recitation and laboratory work. If the room is supplied with a storage cabinet for apparatus and equipment Handbook for Elementary and Secondary Schools 35 and with an adequate number of tables and chairs, this makes a very satis-factory arrangement. Storage Cabinet. There should be a storage cabinet in each school for laboratory apparatus. In most systems the one described below would be satisfactory. In the larger schools, however, a cabinet with additional sec-tions should be provided. Plan for a Cabinet for Science Equipment I0'-0' Dimensions for cabinet: 10 ft. long. 7 ft. high. 36 in., height of lower section. 24 in., width (outside) lower section. 12 in., width (outside) upper section. 2 vertical partitions through middle of cabinet. 2 shelves across units of upper section. 1 shelf in left unit of lower section; none in the other two units. Wood doors on lower section; glass doors on upper sections. Water. Running water should be supplied in all laboratories. If possible there should be spigots and sinks for teacher's demonstration table and for each pupil's table; however, one sink connecting every two tables for pupils can be made satisfactory. Gas. Schools offering only General Science, Biology, and Physics have found that alcohol lamps supply a sufficient amount of heat. "Where Chem-istry is taught, gas should be provided. Science Laboratory Apparatus. There appear below lists of laboratory apparatus for each science offered in an accredited high school. Every ac-credited high school must offer General Science, Biology, and either Physics or Chemistry. Many schools are prepared to offer both Physics and Chem-istry. In the purchase of laboratory apparatus for the several sciences the fol-lowing guiding principles should be observed: 1. Apparatus which is equivalent to that listed will be accepted, including many items which may be made by the teacher of science or the pupils. The sole purpose of apparatus requirements is to provide such equipment as will make good teaching possible. 2. The lists of apparatus have been compiled for each science indepen-dently and, therefore, there are some duplications in items. In schools where one laboratory is sufficient for the teaching of all science classes these dupli-cates should be checked off. 36 Handbook for Elementary and Secondary Schools 3. Apparatus may be purchased from any reliable manufacturer or dis-tributor. For this reason special trade names have been omitted whenever possible and superintendents and principals will be permitted to substitute satisfactory equipment which is equivalent to any item listed. GENERAL SCIENCE General Science should be made more than a nature study course. As much experimental work should be done by the student as possible. Such work should be largely quantitative with an accuracy as high as is consistent with pupils of this age. List A includes that apparatus used most frequently by the students in experiments. It should be assigned out and be required to be returned in good condition. For proper safe keeping a drawer with lock and key should be provided in the laboratory table for the possession and use of each student or each group of students working together. List B includes all of the apparatus to do all of the experiments and illustrates practically all of the discussions in the adopted manual. There is also included in this list some of the apparatus for the most essential demonstrations in the text. List C has only the microscope and prepared microscopic slides recom-mended. It is not advisable to buy cheap microscopes—those without full range adjustments or other than standard optics. List D is strictly demonstration equipment to be used by the teacher or demonstration group to illustrate the subject matter in the text. List E contains additional desirable demonstration equipment and is not required, but further purchase should be made from selections from this list as rapidly as funds permit. Since General Science contains some of the subject matter from each of the fields of Physics, Chemistry, and Biology, practically all the apparatus listed below will be found in the other laboratories. Obviously, if General Science is taught in the same laboratory as one or more of the advanced sciences, duplications may be eliminated. It is not desirable to attempt to carry apparatus to and from some other room to teach General Science. Minimum satisfactory equipment will consist of: List A. Student apparatus—As many sets of list A as there are groups of students working together. List B. Apparatus and supplies—One set for the class. Handbook for Elementary and Secondary Schools 37 List A. Student Apparatus One set for each group of students working together. Quantity Quantity Approxi- Recommended on Hand Description pj. a *| Beakers, Griffin form, 250 cc. a r> RBnolt-t1l-leesc, 8S ro.z-,., w™;i^de» mmo„u..t»hU *> U. 40 B" nsen . Burner, with gas and afrad/ustment en (11 gas is not available use alcohol burner or other sourc'eoTheat) Clamp, burette ' , n . Pinch Clamp, Mohr's.. ?° P k 8- Filter Paper, 11 cm.... J? Flask, Florence, 250 cc .Z." ,, Funnel Tube, thistle top, 30 cm... "fc Wire Gauze, asbestos center, 5" x 5" ' J2 ft dll" £t0 . pper',2 :, h °,1 , e' to fit wide mouthTottTeZZ 05 Rubber Tubing, 3/16", hand made white 77 Support, with 2 rings.. m tL , Test Tubes. 6" x %" 'Li Pk6- Splints (500 per package).."! ?? •. Pneumatic Trough, 4" x 7" x 10"... 7C v ! a J Litmus Paper, blue II vlal Litmus Paper, red ZZZZZZZZZZZZ 10 Total 2 4.60 List B. Apparatus and Supplies One set for the class. Quantity Quantity ' Approxi- Recommended on Hand Description JSJf£ Meter Stick, maple, graduated in mm. and W' £ n 1 e Capillary Tubes, mounted, set of 7 " or Lens Clamp and Support iqc Single Pulleys, bakelite 22 Double Pulleys, bakelitcZZZZZ — on Inclined Plane, with graduated arc 7 ~ Hall's Carriage. ; .90 *»».. 85 o vanugC , . r Lift Pump, glass model. _._ ~ , ir Catch Bucket, 6.5 x 8 cm. ~ 1- ix Battery Jar, 6" x 8" ZZZ ~ op Barometer Tube, with stopcock 9 ' 5(1 "-y Barometer lonn meter, 3 scale ZZZZZ"! 1 25 ip, simple 4 ' 4 r Pump Plate, 8y2" diameter 2'2c Mercury [ 10 'nn Thermometer, 3 , „ Air Pump, form i'f %Y2diameter... V Vc c Blank Weather Maps — 6 "Jf sq - "• Rubber Dam, dental tis'sueZZ S Magdeburg Hemisphere ". 6 'qq Rubber Ballons, small, with valves 'en * D..1L r . •• - '3\J 20 00 25 30 - Air Thermometer Bulb, 5 cm. bulb..... Dew Point Apparatus.. ZZ ~ 1 ' Lodestone ~ Bar Magnet, square IS "x'l x "l "cm".™ ,„ Horse Shoe Magnet, 7.5 cm 'ir Compass, 25 mm 2? Friction Rod, solid glass.ZZZ. 'cc Vulcanite Rod, friction """" 97 Flannel Pad, 20 x 20 cm.ZZZ" 25 Leyden Jar, 1 pint .' "'" 7' 25 Students Battery, with 13 elements l'?e Lead Plate, 22 x 125 mm. 07 Dry Cells, 1.5 volts ZZZZ 105 Electrolysis Apparatus, Brownlee form 200 Coil For Induction QCl St. Louis Motor... ZZZZ.Z" A- C 3 50 - Armature for St. Louis Motor...... l'00 Oalvanoscope, simple form l/gr Galvanometer, portable type 9/70 Bells, electric, 2y2" gong ZZZZ™ rush Buttons, stamped 1 00 metal 'in Double Convex Lens, 5 cm. focus '75 p\ 18nt £, n 8le P"»">. face 32 mm., length 25rnmZZZZZZ7" .*45 Plane Mirror, 10 x 10 cm . jq 119 Concave and Convex Metai Mirror 'en 7 Candles, twelve 25 - Optical Bench, student form.Z.Z.ZZZZ.ZZ. ~ 1.00 38 Handbook for Elementary and Secondary Schools 1 12 24 1 1 1 1 1 1 1 pkg. 6 1 1 1 lb. 1 bOX 1 12 2 2 12 1 1 1 1 2 1 P k K. 1 lb. 4 oz. 1 6 1 X 1 lb. 1 X lib. 1 X lib. 1 X 1 lb. 1 X 1 lb. 1 X 2 oz. 1 X 12 oz. 1 X 1 lb. 1 X 1 lb. 1 X 1 lb. 1 X 1 lb. 1 X 4 oz. 1 X 1 oz. 1 X 1 lb. 1 X 1 lb. 1 X 1 lb. 1 X lib. 1 X 1 lb. 1 X 1 oz. 1 X 4 oz. 1 X 1 lb. Balance, triple beam, bakelite pan, capacity 610 grams, no extra weights needed Spring Balance, 8 oz. and 250 grams Bottles, 8 oz., wide mouth Bottles, 8 oz., screw cap Bunsen Burner, with gas and air adjustments (If gas is not available use alcohol burner or other source of heat) Clamp, burette.. Condenser Clamp Right Angle Clamp Holder Pinch Clamp, Mohr's Condenser, Liebig, with rubber caps, 2S0 mm Filter Paper, 11 cm Flasks, Florence, 250 cc Funnel Tube, thistle top, 30 cm Wire Gauze, asbestos center, 5" x 5" Glass Tubing, \i", lime glass Dennison Labels, #201 Mortar and Pestle, porcelain, #10 Rubber Stoppers, 2-hole, to fit wide mouth bottles Rubber Stoppers, 1-hole, to fit 250 cc. flask._ Rubber Stoppers, 2-hole, to fit 250 cc. flask Rubber Tubing, 3/16", hand made, white.- Support with 2 Rings Test Tubes, 6" x %" Thermometer, —10° to 110° C Thermometer, 10° to 220° F.._ Pneumatic Trough, 4" x 7" x 10" Lamp Chimneys, student's Splints (500 per package) Copper Wire, bare, No. 22 Iron Wire, No. 20 Tripod Magnifier Petri Dishes, 100 x 15 mm Acid, Hydrochloric, C. P Acid, Sulphuric, C. P Agar Agar, powder Aluminum Potassium Sulphate, pure crystals Ammonium Hydroxide, pure Beef Extract— Calcium Hypochlorite, technical Carbon Tetrachloride, pure Copper Sulphate, technical, crystals Ether, C. P Iron Filings, fi ne._ _ Manganese Dioxide, C. P Magnesium Ribbon Marble Chips Mercury Potassium Chlorate, pure Sodium Bicarbonate, pure Sodium Hydroxide, technical.. Sodium Metallic, C. P..__ _.. Sodium Peroxide, C. P _ _ Zinc, Mossy, Technical _ 12.00 1.25 .70 2.40 .50 .30 .40 .25 .12 .85 .15 1.26 .15 .12 .55 .10 .39 .55 .10 .10 1.08 .75 .30 1.00 1.00 .75 .50 .15 .65 .10 .75 2.28 .60 .60 2.30 .20 .35 .55 .25 .35 .25 .61 .25 .25 .45 .20 2.54 .35 .25 .25 .29 .30 .30 Total 2131.28 List C. Microscope and Prepared Slides These may be borrowed from the Biology Department. List D. Demonstration Apparatus (Recommended but not required.) Quantity Quantity Recommended on Hand Description Metric Chart, U. S. Bureau of Standards Cartesian Diver, 4 cm. long Hydraulic Press, glass model.- Force Pump, glass model Hygrometer, wet and dry bulb, Mason's Form- Bell Jar, open top, 4 liter. Conductivity Apparatus, six rods „ Steam Engine Model, locomotive type Electromagnet, small form Telephone Receiver, demonstration form Telephone Transmitter, dissectable Tuning Fork, 256 V. P. S Approxi-mate Price .. $ 2.20 .25 2.50 1.75 5.00 3.75 1.45 6.70 1.25 2.00 2.00 1.25 Handbook fob Elementaby and Secondaby Schools 39 Organ Pipe, all metal with sliding piston — 2 00 Spiral Spring, 2 meters long- " 8-85 Sonometer, key tension type ... 2 .25 Demonstration Lenses, set ot six _ 2 .50 !et " Photometer Box, Bunsen form - 2 .95 Pin Hole Camera..- — _ 1.10 Aspirator Bottle, K ga'lon - 5.00 Chart of the Atoms ;r ouT',-' - 10 Rubber Stopper, solid to fit Bell Jar 6 50 First Aid Cabinet - ; . 7.50 Pocket Planetarium, Kennon s 12.50 Hall's Tellurian Globe..— ------- - 22.50 *Smallwood Botany Charts, set of 30 22 so [tl ".I. *S mallwood Zoology Charts, set « 30__ 10 . 50 se < Physiology Charts, Johnston, set on tripod ^ 2S0 8et """•' Bird Chart, twenty-six common birds 2 so Bird Chart, twenty-six common birds — 2 50 Bird Chart, twenty winter birds — 2 S0 Bird Chart, twenty-three m! K ra " ts --r-"""y"minerais " -• 5.50 Washington School Collection of rocks and minerals " 9 $Q Balanced Aquarium, 6 gallon capacity 9 2S """"",] Model of Human Eye — "" " 1.80 ~ "..-.-'.- Agar Culture Tubes- - Total.. *Other reliable charts may be substituted. ?178.80 List E Additional Recommended Appabatus (Not required but recommended to be added as soon as funds **»«^ mate Quantity Quantity Description Price Recommended on Hand inscription 3 9 75 Water Wheel Model -- ~ 3 [ 85 Rain Gauge, U. S. Weather Bureau type u 7S Gas Engine Model, 4 cycle- ~~CTrZr" 8.00 Induction Coil, demonstration form, spark o mm. .-.--. -- ^ QQ ""::::::::::: Short Wave Demonstration Radio Apparatus, one tube-- ™ QQ Model Human Ear- — . ? 88.35 Total..- BIOLOGY rood microscopes are essential for satisfactorily giving a good course in Biology Wb ^ only one is given in this list, it sbould be tbe ultimate.aim ° °acb slol to have one good compound microscope for each grou p c* students. A wide selection of prepared microscopic slides is a necessary Charts" are a very essential and helpful teaching ai<L ^^f^ should be on hand covering botany, zoology and physiology. Models are very important and last many years if properly treated. Growing plants and living animals should be in every biology laboratory. Those Itfve to tbe region can be easily collected. Other ^me™, tha can not be kept living may be secured in the preserved form. A very liberal supply is desirable and it should be increased yearly until an adequate museum is built up. Tbere are numerous government bulletins published relating to .plant and animal life that will be helpful to teachers of these course, fUrt^jn^ publications may be secured by addressing your reqnest^t° the ^Tton Biological Survey, United States Department of Agriculture, Washington, D "The Forest Service of the United States Department of Agriculture > also bas a list of Bulletins relative to plants and trees. On request the Bureau 40 Handbook foe Elementary and Secondary Schools of Fisheries, of the Department of Commerce, Washington, D. C, will supply schools with a list of its publications relating to fish. Dissection of the common zoological forms should be done by each student or group of students. These forms include starfish, crayfish, earth worms, frogs, perch, grasshopper, etc. They may be collected locally if desired and possible. However, considerable work is involved in collecting and unless past experience has proven that such specimens actually will be collected in sufficient quantities and in satisfactory quality, they should be purchased. On the basis of time and cost of making such collection trips it is cheaper to buy them unless the teacher regards his collecting as sufficient of a hobby to want to make such collections. In addition to the above common types a rather complete demonstration set should be provided for teachers use and demonstration. The equipment is listed in five groups below. List A. Student or individual equipment is that required for each student or each group of students working together. List B. General Apparatus is sufficient for the entire class and in-cludes extra items to take care of breakage and also teachers demonstration apparatus. List C. Chemicals—sufficient for the entire class. List D. Preserved material—sufficient for a class of 24, recommended but not required. List E. Additional Recommended Apparatus is not required but fur-ther additions should be selected from this list as it also includes items to do some of the demonstrations in the adopted text. List A. Individual Apparatus (One set for each student or each group of students working together.) Approxi- Quantity Quantity mate Recommended on Hand Description Price 1 Beaker with lip, 250 cc $ 0.20 2 Bottles, wide mouth, 8 oz .12 1 Bunsen Burner, new form, with needle valve gas control _ .50 (If gas is not available use alcohol lamp or other source of heat) 3 ft. Rubber Tubing, }/i" diameter .30 1 Support, single stand with 3 rings 1.05 1 Test Tube Support, for 13 tubes .50 1 Tripod Magnifier, double lens, wide field : .75 1 Dissecting Pan, with wax.. .75 1 Dissecting Set, including scalpel, forceps, scissors, two dissecting needles, and 6" ruler in leatherette case 1.45 1 Insect Killing Bottle, cyanide prepared 8 oz .40 Total ? 6.02 List B. General Apparatus Minimum—One set for the entire class. Approxl- Quantity Quantity mate Recommended on Hand Description Price 1 Osmosis Apparatus $ 0.50 1 Battery Jar, 6" x 8" 80 1 Bell Jar, open top, 1 gallon 3.75 1 sq. ft. Rubber Dam 20 12 Rubber Ballons, small with valve .50 Handbook fob Elementaey and Secondaby Schools 41 1 Mirror, 10 x 10 cm... 10 1 Balance, triple beam trip, £12.00 (Borrow from Physics or Chem-istry department) 12 Beakers, 250 cc 2.50 1 Brush, test tube, double radial tip .06 1 Clamp, Bunsen .30 1 Clamp, Burette .30 1 Clamp Holder.... 25 1 Pinch Clamp, Mohr's .12 6 Evaporating Dishes, #00A 1.20 3 pkgs Filter Paper, 11 cm - .45 1 Funnel, 3", 60° angle .28 1 Funnel, 4", 60° angle .36 10 Thistle Tubes, 30 cm 1.50 1 Hot Water Funnel... 5.50 lib. Glass Tubing, 6 mm .55 1 Graduate, 100 cc, graduated up and down .55 1 box Labels, No. 205 10 12 Medicine Droppers, straight .28 1 Rubber Stopper, 1-hole to fit bell jar .10 12 ft _ Rubber Tubing, ]4," 1-20 12 Test Tubes, 6'r x %" 30 12 Test Tubes, 150 x 18 mm .60 1 Thermometer, double scale, 12" 1.35 1 Y Tube, Yi" glass 10 12 Watch Glasses, Syracuse, with beveled writing surface 1.50 1 S et Physiology Charts, W. A. K. Johnston's charts on tripod 10.50 1 S et *Smallwood Botany Charts, 30 charts on tripod.. 22.50 1 set *Smallwood Zoology Charts, 30 charts on tripod.. 22.50 1 Microscope, Bausch & Lomb or Spencer, 2 objectives, 1 eyepiece, without case 65 . 80 72 Microscopic Slides, 3" x 1" .40 1 oz. Cover Glasses, round, 18 mm. diameter 1.50 1 Platinum Wire, in glass handle .35 1 Aquarium and Living Material.— „ 9.50 100 Insect Pins, No. 2, 100 per package.. .40 6 Riker Mounts, 6Y2" x 8V2 " 2.10 1 Sterilizer, Arnold's steam, height 11 1^2", diameter 10 K"— 12.60 1 set Botany Microscopic Slides, 25 to set 8.50 1 set Physiology Microscopic Slides, 25 to set 8.50 1 set Zoology Microscopic Slides, 25 to set 8.50 1 Slide, of 3 types of Bacteria #175 .50 12 Petri Dishes, 100 x 15 mm 3.72 1 Classroom Jar, life history of frog 5.00 12 vials Litmus Paper, red _ .60 12 vials Litmus Paper, blue Total _ 3209.27 *Other reliable charts may be substituted. List C. Chemicals (If Chemistry is taught in the school, most of the chemicals can be secured from the Chemistry Department.) Minimum—One set for the entire class. Approxi- Quantity Quantity mate Recommended on Hand Description Price 4 oz. Agar Agar, shreds $ 0.75 1 qt. Alcohol, denatured .45 1 lb. Ammonium Hydroxide, C. P .60 2 oz. Beef Extract. .55 1 lb . Boric Acid, crystals, pure . .25 4 oz. Carbolic Acid, U. S. P.._ 20 1 lb. Chloroform, pure .60 1 x 10 grams Eosin, Y .75 1 lb. Ether, pure .40 14 gal. - Formaldehyde, pure 1.20 lib. .. Glycerine, C. P 73 lib. • Hydrochloric Acid, C. P 60 1 oz. Iodine, crystals, U. S. P .45 1 lb. Lime Water .25 1 x 10 g. Methyl Blue -— .75 lib. Nitric Acid, C. P 70 4 oz. Pancreatin. U. S. P 90 4 oz. Pepsin, U. S. P 98 4 oz. Peptone From Meat .78 1 oz. Phenolphthalein, pure .20 1 lb. Potassium Bichromate, C. P - .78 42 Handbook fob Elementaby and Secondaby Schools 1 lb. Potassium Cyanide, pure _ 1.28 4 oz. Potassium Iodide, C. P .86 1 lb. _ Sodium Hydroxide, C. P., pellets .70 1 lb. Sulphuric Acid, C. P 60 Total „ _ $ 16. 28 List D. Peeseeved Matebial (Recommended but not required) Approxi- Quantity Quantity mate Recommended on Hand Description Price 12 Preserved Grasshoppers, Rhomalia 1.2S 12 Preserved Honey Bees g .25 12 Preserved Larvae of Monarch Butterfly 1.00 12 Preserved Pupae of Monarch Butterfly._ 1.20 12 Preserved Adult of Monarch Butterfly _ .75 12 Preserved Frogs, medium 1.50 12 Preserved Starfish, small 1.20 12 Preserved Clams, medium pegged 1.25 12 Preserved Crayfish, large .95 12 Preserved Perch, medium _ 1.30 12 Living Amoeba, culture for 12 1.05 12 Living Paramecium, culture for 12._ .75 12 Living Hydra, culture for 12._ _ 1.05 Total ? 13.50 List E. Additional Recommended Appaeatus Not required—selections to be made from tbis list as funds will permit. Approxi- Quantity Quantity mate Recommended on Hand Description Price Field Glasses, wide field, B. & L..„ $ 17.50 Bird Chart, twenty-six common birds 2.50 Bird Chart, twenty-six common birds 2.50 Bird Chart, twenty winter birds 2.50 Bird Chart, twenty-three migrants 2.50 Microtome, hand 16. 50 Insect Net. 18" deep 1.50 Mount of Protective Coloration of Insect, mourning cloak. 2.50 Model of Amphioxus Development 54.00 Life History Mount of Monarch Butterfly 2.50 Spreading Board, adjustable form 1.75 Model of Dicotyledon Stem, shows cross and longitudinal sections with color differentiations 17.50 Model Crayfish Dissection, 42 labeled parts, 22" x 12" 18.00 Model of Frog Dissection, 62 labeled parts, base 19" x 20" 22.50 Human Eve Model 9.25 Human Ear Model 12.00 TotaL 3185.50 CHEMISTRY It is very essential in teacbing cbemistry to have laboratory work done by students individually or in groups. Eacb student or group of students sbould be assigned a set of the Student Apparatus and be held responsible for its care and return it in good condition. For this purpose a chemistry laboratory table with a drawer about 10 x 10 x 15 inches should be provided with lock and key. Much valuable training is obtained by the student in Chemistry in lab-oratory technique. One of the most valuable features of such technique is cleanliness and orderliness. In the laboratory manual are 60 experiments and the apparatus and materials listed below provide for all of these experiments as well as most of the demonstrations in the text. Handbook for Elementary and Secondary Schools A. Student Apparatus One set for each group of students working together. Quantity Quantity Recommended on Hand Description 43 Approxi-mate Price 16 12 pkg. vial vial ft. File, triangular 4" „ Apron, rubberized cloth, adjustable to height of wearer, large size 44" long, 35" wide Beaker, with lip, capacity 50 cc Beaker, with lip, capacity 250 cc Beaker, with lip, capacity 400 cc Blow Pipe, brass, plain, 8" Bottles, wide mouth, 8 oz Reggent Bottles, 4 oz., No. 2, No. 4, No. 5, No. 61, glass stoppered with name blown in glass , Brush, test tube, bristle end Bunsen Burners for natural and mixed gas up to 800 B. T. U Wing Top, brass Clamp, Burette Clamp, Stoddard's Test Tube.- Crucible, porcelain, No. 0, 15 cc Crucible Cover, porcelain No. 0, diameter 42 mm Deflagrating Spoon, brass, %" cup, 15" handle Dishes, evaporating, porcelain, No. 00A, capacity 70 cc.._ Filter Paper, 100 sheets in package 11 cm. diameter , Flask, flat bottom, glass, 250 cc Flask, distilling, glass, 250 cc.._ Funnel, glass, 125 mm. diameter _ Funnel Tube, thistle top straight stem, 30 cm. long Wire Gauze, asbestos center, 20 mesh, 5" x 5", asbestos will not peel ofF. _ Graduate, cylindrical, at bottom and 100 cc. x 1 cc Rubber Stopper, 1-hole to fit test tube _ Rubber Stopper, 1-hole to fit combustion tube Rubber Stopper, to fit wide mouth bottle, 2-hole Rubber Stopper, 1-hole to fit 250 cc. flask_ Litmus Paper, blue 100 strips Litmus Paper, red Rubber Tubing, red antimony, 34" diameter, 1/16" wall Support, ring stand, with 3 rings Support, test tube, 6 tube Test Tubes, 6" x %" Ignition Tube, Pyrex, 150 x 18 mm Tongs, crucible, 9" long Triangle, pipestem, 2" long Trough, pneumatic, iron, 4" x 7" x 10" Watch Glass, 2W Quantity Quantity Recommended on Hand 12 B. General Apparatus One set for the entire class. This list contains pieces only occasionally used by students, pieces used by the teacher in demonstrations, and additional amounts of the more break-able student glassware. Approxi-mate Description Price, Hydrometer, for light and heavy liquids, 30 cm. long $ 1.50 Hydrometer, milk, Quevenne Scale _ .90 Hydrometer Jar, 30 cm. high, 5 cm. diameter, with lip _ .50 Babcock Milk Tester, 8 bottle size 31.00 Battery Jars, 8" high, 6" diameter 1.60 Barometer, mercurial, Metric and English scales with vernier 18.00 Bar Magnets, size 15 x 1.9 x 7 cm 1.00 Electrolysis Apparatus, after Brownlee and Others 2.00 Conductivity Tester, simplified form... 1.25 Candles, paraffin, twelves _ . 25 Balance, triple beam, agate bearings, capacity 111 grams, sensi-bility .01 grams, no additional weights needed Beakers, with lip, capacity 100 cc Beakers, with lip, capacity 250 cc.._ _ Beakers, with lip, capacity 400 cc.._ Charcoal Blocks, 4" x 1" x %" Burettes, Geissler, with glass stopcock, capacity 50 cc, graduated to 0. 1 cc 17.50 .54 2.40 3.12 .50 2.50 44 Handbook for Elementary and Secondary Schools 6 Calcium Chloride Tubes, IS cm. long .90 1 Chart of the Atoms, lithographed in six colors, showing Atomic properties including Atomic symbol, Atomic weight, Atomic number, size 42" x 64"._ 5.00 2 Clamps, Burette .60 1 Clamp, condenser, small .40 1 _ Clamp Holder, right angle .25 3 Clamps, screw compressor .60 4 Combustion Boats, porcelain, 60 x 10 mm 1.00 4 Combustion Tubes, Pyrex, 30 x 1.5 cm 1.08 2 Condensers, straight jacket, Liebig form, 300 mm 1.80 1 set Cork Borers, brass, set of 6 . 80 6 Crucibles, porcelain, No. 0, 15 cc 1.02 6 Crucible Covers, porcelain, No. 0, diameter 42 mm.._ .42 1 Dish, crystallizing, glass, 70 x 50 mm .27 16 Dishes, evaporating, porcelain No. 00A, capacity 70 cc 3.20 1 Filter Pump, high pressure, for water systems with a pressure from 30 lbs. per square inch and up 1.35 6 Flasks, flat bottom, 250 cc 1.26 6 Flasks, flat bottom, 500 cc 1.56 6 Flasks, Erlenmeyer, 250 cc 1.20 6 Flasks, Erlenmeyer, 500 cc.._ 1.50 1 Flask, volumetric, 100 cc. capacity .30 1 Gas Generator, Kipp's, 500 cc.._ 9.00 24 Glass Plates, 4" x 4" .96 12 Glass Rods, stirring, 6" x 3/16" .40 2 lbs. Glass Tubirg, outside diameter, 3/16" 1.10 1 Graduate, cylindrical, 500 cc, marked one way.. 1.00 2 boxes Labels, Dennisoi 's, No. 201 .'. .20 12 Pipettes, wi'h rubber bulbs (medicine droppers) .28 2 Pipettes, Mohr's, capacity 10 cc. x 0.1 cc ; .70 2 Retorts, glass, tabulated, capacity 4 oz 1.80 24 ft. Rubber Tubing, red, J4" diameter 2.40 3 ft. Rubber Tubing, black, %" diameter .42 1 Sand Bath, iron, 5" diameter . 10 1 Sediment Tester for Milk..._ 15.00 144 Test Tubes, 6" x %" 3.00 12 Test Tubes, 8" x 1" 65 12 Ignition Tubes, Pyrex, 150 x 18 mm 1.56 2 Thermometers, engraved scale, —10° to 110° C, length 12" 2.00 1 Water Bath, copper, 5" 1.80 1 First Aid Cabinet, No. 1, 7 V 2" x 9" x 2 y2 " 6.50 4 sheets Sand Paper, fine, 10" x 12" .20 1 pkg. Wax Tapers .25 1 spool Copper Wire, 4 oz. spool, No. 28 .40 1 roll Picture Wire, No. 1, 25 yard package .18 12 Asbestos Sheets, 6" x 6" .30 1 sq. ft. Copper Sheet, No. 24 .65 2 Platinum Wires, with glass handle .70 1 x 4 oz Absorbent Cotton .25 1 vial Tumeric Paper._ . 10 Total ?160.87 C. Chemicals One set for the entire class. Approxi- Quantity Quantity mate Recommended on Hand Description Price lib. Acid, Acetic, 36% C P 3 0.39 1 lb. Acid, Acetic, C. P., Glacial .60 i^ lb. Acid, Arsenous, C. P .26 i| lb. Acid, Bensoic, U. S. P .31 % lb. Acid, Citric, C. P .36 6 lbs. Acid, Hydrochloric, C. P.._ 1.60 6 lbs. Acid, Hydrochloric, technical 1.20 \i lb. Acid, Lactic, 85%, C. P 46 7 lbs. Acid, Nitric, C. P.._ 2.25 lib. Acid, Oxalic, C. P. crystals .65 l^ lb. Acid, Phosphoric, Ortho, U. S. P., 85% .30 1 oz. Acid, Pyrogallic, crystals, U. S. P .27 9 lbs. Acid, Sulphuric, C. P.. 2.20 9 lbs. Acid, Sulphuric, technical 1.40 i^ lb. Acid, Tartaric, C. P 33 1 qt. Alcohol, Ethyl, denatured .45 1 qt. Alcohol, Methyl, Synthetic .45 }4 lb. Alumnium Metal, granulated, 30 mesh .35 1 lb. Aluminum Acetate, pure .96 lib. Aluminum Potassium Sulphate, pure .20 1 lb. Aluminum Sulphate, ground, iron free, technical _ .20 1 lb. 1 lb. 4 lbs. 1 oz. 1 lb. tflb. 1 lb. 1 oz. 1 oz. 1 oz. M lb. H lb- Klb. 1 lb. Klb. 1 lb. 1 pt. 1 oz. 1 oz. 1 oz. 1 oz. 141b. 1 lb. 5 lbs. 1 lb. 1 lb. 5 lbs. 1 lb. 12 oz. 1 lb. lib. 4 oz. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb. 141b. 14 lb. 1 oz. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb. 141b. 1 lb. 1 lb. 1 lb. iilb. 141b. Klb. lib. 1 oz. 1 lb. 1 lb. U lb. 1 lb. Mlb. 1 lb. 1 lb. 1 lb. 1 lb. J* lb. '4 1b. 1 lb. 1 lb. 1 oz. 1 oz. H lb- 1 oz. 1 lb. 1 lb. 1 lb. 1 lb. Klb. 1 lb. K lb. 1 oz. 14 1b. Va lb. 1 oz. Xlb. 1 pt. Handbook fob Elementaey and Secondaby Schools 45 Ammonium Carbonate, lumps, pure .40 Ammonium Chloride, C. P .49 Ammonium Hydrixide, C. P 1.50 Ammonium Molybdate, C. P.— - .22 Ammonium Nitrate, C. P .65 Ammonium Oxalate, C. P .30 Ammonium Sulphide, light C. P .31 Aniline Color, brown, Bismarck .30 Aniline Color, red, Congo .30 Aniline Color, violet, Methyl .35 Antimony Metal, powder... . 25 Antimony Oxide (ous) tri, C. P .40 Antimony Potassium Tartrate, pure .25 Barium Chloride, C. P. crystals .60 Barium Dioxide, C. P .25 Barium Hydroxide, technical.— .35 Benzole ( Benzene) purified . 30 Bismuth, metal, C. P .30 Bismuth Nitrate, C. P., crystals.- .36 Bromine, C. P.._ - • 36 Cadmium Nitrate, C. P .26 Cadmium Sulphare, C. P., crystals .92 Calcium Carbide 30 Calcium Carbonate (Marble chips) .50 Calcium Chloride, Anhydrous, granulated, technical .35 Calcium Chloride, C. P., crystals „ .69 Calcium Hydroxide, powder, U. S. P .60 Calcium Fluoride, technical, powder _ .20 Calcium Hypochlorite (Bleaching powder) .25 Calcium Oxide, technical, lump .20 Calcium Sulphate, lumps (Gypsum) .20 Camphor, refined • 35 Carbon Bisulphide, pure (can be shipped freight only) .35 Charcoal, animal, granulated .30 Charcoal, wood, lumps . 25 Charcoal, wood, powder__ .25 Chlorine Water 45 Chloroform, pure .25 Chromium Sulphate, C. P .43 Cobalt, Nitrate C. P 29 Copper Metal, foil B. & S. No. 36 70 Copper Metal, turnings, fine .50 Copper Nitrate (ic) C. P..— .94 Copper Oxide (ic) C. P.. black powder 1.72 Copper Oxide (ic) C. P., wire form 1.88 Copper Sulphate, powder, C. P., Anhydrous .39 Copper Sulphate, crystals, technical.. .25 Dextrose, pure • 20 Ether, Sulphuric, pure . 40 Fehling's Solution "A"._ - . 25 Fehling's Solution "B" .30 Gelatin...__ 30 Glycerine, pure - • 55 Iodine, U. S. P., resublimed 45 . Iron Metal, filings, fine .25 . Iron Metal, powder.. .27 . Iron Ammonium Sulphate (ous) C. P .23 . Iron Chlorine (ic) lumps, pure - .35 . Iron Nitrate (ic) C. P., crystals _ .46 . Iron Sulphate (ous), crystals, technical .20 . Iron Sulphide (ic.) (Pyrites) .23 Kaolin, powder (China Clay) .20 . Lead Metal, foil 38 Lead Acetate, U. S. P 20 . Lead Nitrate, technical, crystals _ .50 . Lead Oxide, Mono. (Litharge) : .33 . Lead Oxide, Tetra, pure (red lead) .35 . Lithium Chloride, C. P 35 . Litmus Cubes... . 20 . Logwood Extract . 30 . Magnesium Metal, ribbon .45 . Magnesium Chloride, technical, crystals .25 . Magnesium Oxide, U. S. P .66 . Magnesium Sulphate, crystals, pure .25 . Manganese Dioxide, technical, powder _ .25 . Manganese Sulphate, C. P .36 . Mercury Metal, U. S. P 2.40 . Mercury Chloride (ic) U. S. P 52 . Mercury Nitrate (ic) C. P .46 . Mercury Nitrate (ous) C. P 1.26 . Mercury Oxide (ic) pure, red _ .75 . Methyl Orange (dry indicator) .50 . Nichel Nitrate, C. P., crystals .55 . Oil, cocoanut . 55 46 Handbook for Elementary and Secondary Schools 1 Pt. 1 lb. Mlb. 1 lb. 1 oz. Mlb. 1 oz. 1 lb. Mlb. Mlb. 1 lb. Mlb. 1 lb. Mlb. 1 lb. Mlb. 1 lb. Mlb. 1 lb. Mlb. 1 lb. Mlb. 1 bottle 1 lb. Mlb. Mlb. Mlb. lib. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb. 5 lbs. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb. 1 lb. Mlb. 1 lb. 1 lb. Mlb. Mlb. 1 lb. 5 lbs. Mlb. 8 oz. Mlb. Mlb. Mlb. 1 lb. 1 lb. 1 lb. Oil, cottonseed Paraffin, medium._ Permutit (Zeolite) Petrolatum, white.. Phenolphthalein, U. S. P _ Phosphorus, yellow, sticks Phosphorus, Amorphous, red Potassium Bichromate, technical, crystals. Potassium Bitartrate, U. S. P Potassium Bromide, U. S. P. Potassium Chloride, granulated, U. S. P.... Potassium Chloride, C. P., crystals Potassium Chromate, pure, crystals _ Potassium Cyanide, granulated, pure Potassium Ferricyanide, crystals, pure Potassium Ferrocyanide, crystals, pure Potassium Hydroxide, U. S. P., pellets Potassium Iodide, U. S. P _ Potassium Nitrate, C. P., crystals Potassium Permanganate, U. S. P Potassium Sulphate, pure— Potassium Sulphocyanide, C. P Rennet Tablets (100) Rosin, powder „ Silver Nitrate, C. P.—U. S. P Soap, castile, powder._ Sod Sod Sod Sod Sod Sod Sod Sod Sod Sod Sod Sod Sod Sod Sod Sod Sod Sta: Sta ium M'.tal.. ium Acetate, technical, crystals ium Bicarbonate, powder, U. S. P ium Borate, U. S. P., crystals— ium Calcium Hydroxide (soda lime) ium Carbonate, technical, crystals ium Carbonate, C. P. Anhydrous ium Chloride, U. S. P ium Hydroxide, U. S. P., pellets ium Nitrate, C. P., crystals. _ ium Nitrate, granulated, pure. ium Phosphate, Mono., C. P ium Phosphate, C. P., granulated, dibasic ium Potassium Tartrate (Rochelle Salt), pure.. ium Sulphate, technical, crystals ium Sulphide, technical, fused ium Sulphocyanide, C. P rch, corn rch, wheat— Strontium Nitrate, pure Sucrose, C. P • Sulphur, flowers, powder Sulphur, roll, lump Thermit, black Thermit Igniting Mixture (8 oz. can) Tin Metal, mossy, pure Tin Metal, pure, foil Tin Chloride (ic) C. P., crystals Zinc Metal, mossy Zinc Chloride, granulated, Technical Zinc Sulphate, crystals, Technical .45 .20 .35 .40 .20 .50 .30 .35 .20 .30 .35 .23 .22 .40 .85 .25 .80 .65 .56 .25 .35 .53 .75 .35 .28 .30 .35 .30 .25 .20 .48 .20 .51 .50 .30 .49 .35 .73 .52 .40 .20 .25 .51 .20 .35 .20 .29 .25 .70 .30 .85 .39 .70 .51 .30 .35 .23 Total $ 79.19 D. Additional Recommended Apparatus Not required but desirable to add as soon as funds permit. Quantity Quantity Recommended on Hand 1 set Description Specific Gravity Bottle, ungraduated 50 cc.— Laboratory Balance, Analytical, in mahogany case with leveling screws and outside rider control, with slate base, sensibility 0.1 milligram, capacity 200 grams Weights, brass, analytical, accurately adjusted, in box with lid, 1 milligram to 100 grams, including i milligram (2) 2 milli-grams, 5 milligrams, (2) 20 milligrams, 50 milligrams, 100 milligrams, (2) 200 milligrams, 500 milligrams, 1 gram (2) 2 grams, 5 grams, 10 grams, (2) 20 grams, 50 grams, and 100 grams *. Blast Lamp, Gasoline, quart size, vertical flame (required where no gas is available) Electrochemical Series Chart Chart of the Metals Cylinder, graduated, capacity 500 cc Approxi-mate Price 0.70 60.00 8.00 6.45 2.00 2.75 1.00 Handbook fob Elementaey and Secondaet Schools 47 Brownian Movement Apparatus, mounts on microscope stage, complete with smoke chamber, with glass windows and rub-ber bulb and connection _ 3.00 Still, gas, Yi gallon capacity per hour 25.00 Thermometer, double scale, —10° to 110° C, 12" 1.35 TotaI.._ 21 10 . 25 PHYSICS Student experiments are considered essential in the Physics class. Those experiments that require the more expensive equipment may be performed by the teacher or as group experiments. The list of Student Experiment Apparatus below provides for 50 experi-ments from the adopted laboratory manual. Those selected require the least expensive equipment. When more than one group of students perform the same experiment at the same time it is obvious that multiples of some of the items must be provided. The maximum number of pupils in each group should not exceed four and the maximum number of experiments conducted in the laboratory at one time should not exceed four. The Demonstration and General Stock list below includes the apparatus needed for the more important demonstrations in the text and also provides for some of the more expensive experiments. The Additional Recommended Apparatus list below is not required but further additions should be selected from this list as it also includes items to do further demonstrations in the adopted text. Quantity Quantity Recommended on Hand Students Experiment Apparatus One set for the entire class. Approxi- _ mate Description Price Caliper, vernier, Metric and English, reads to 10 cm. by 0.1 mm and 4" by 1/128" _ _ _ 3 1.45 Compass, pencil, 10 cm. long _ .15 Tube Gauge, brass, graduated to 15 mm. by tenths... 1.35 Meter Stick, graduated to both mm. and }£" .35 Protractor, brass, 4J^" diameter _ # 14 Maple Rod, diameter 10 mm., length 105 cm... .15 Composition of Force Board, circular all metal, including 3 spring balances 3 . 50 Demonstration Balance, meter stick clamp, and V bearing. .65 Scalepans, for use with demonstration balance 1.45 Wheel and Axle, bakelite, diameter of wheels in ratios of 1, 3, 5, and 7 2 20 Single Pulleys, 5 cm. diameter .70 Double Pulleys, 5 cm. diameter _ .90 Inclined Plane, with pulley 1.95 Hall's Carriage, frictionless cone bearings, length 17.5 cm 1.15 Weight Hanger, brass _. , 50 Metronome 5.95 (or Stop Watch, 1/5 second divisions (?l"3~45) Graduated Depth Tube, aluminum, one end closed, 30.5 cm. long, 2.5 cm. in diameter 2.00 Hydrometer Jar, 30 cm. high, 5 cm. diameter, with lip "...~ ^50 Catch Bucket, polished aluminum, 6.5 x 8 cm., capacity 250 cc... .60 Overflow Can, nickel-plated brass, 12.5 cm. high, 7.5 cm. diameter .70 Water-Proof Wood Cylinder, 8 cm. high, 4 cm. diameter .35 Water-Proof Wood Block, 7 x 4.5 x 4.5 cm 35 Water-Proof Wood Block, 7.5 x 7.5 x 3.8 cm —-- ----- -^ Aluminum Cylinder, with hook, 7.5 cm. high, 2.3 cm. diameter .50 Lead Sinker, with hook .25 Battery Jar, 7" high, 5" diameter "..""!" !65 Barometer, mercurial, Metric and English scales with vernier 18.00 Volume Coefficient Tube, with mercury index, 40 cm. long .75 Steam Generator (Apparatus A) one-piece, no solder, no rubber tubing, standard steam boiler water gauge._ 3.75 48 Handbook for Elementary and Secondary Schools Water Trap, glass, 10 cm. long .40 Linear Expansion Apparatus, with steam jacket and lever arm pointer. 4.95 Aluminum Rod, 60 cm. long .25 Copper Rod, 60 cm. long .30 Brass Rod, 60 cm. long .25 Calorimeter, with cover and stirrer, 14 cm. high, 11 cm. diameter capacity 250 cc 2. 50 Bar Magnet, rectangular, polished steel, 15 x 1.9 x 0.7 cm .40 Magnet Board, for plotting lines of magnetic force, 19 x 21 cm... .95 set Magnetic Screens, 6 in set, paramagnetic and diamagnetic, each piece 8x8 cm .40 Horseshoe Magnet, 7.5 cm. long._ .15 U-Magnet. length 14 cm .65 pkg. Darning Needles, package of 20, 7.5 cm. long .10 pkg. Knitting Needles, package of 12, 15 cm. long .25 Shaker for Filings .15 pkg. Blue Print Paper, package of 24 sheets, 5" x 7" .30 Compass, agate bearings, 50 mm. diameter 1.20 Compasses, small size indicating compass, 10 m. diameter .60 Demonstration Student's Battery, with tumbler, porcelain top, porous cup, and 13 elements 1.25 Tumbler, 75 to 80 mm. diameter at top .10 Dry Cells (dry batteries), standard size, 1.5 volts, 25 amperes on short circuit .70 Gravity Cell, closed circuit cell, gallon size 1.50 Ampere's Rule Apparatus 1.65 Primary ard Secondary coil, mounted for both vertical and hori-zontal positions 4. 50 Incandescent Lamp, carbon filament, 110 volts, 16 candle power, 50 watts . 30 Incandescent Lamp, Tungsten filament, 110 volts, 40 watt .15 Incandescent Lamp, Tungsten filament, 110 volts, 100 watt .25 St. Louis Motor, all metal base._ 3.50 Electromagnet Attachment, for St. Louis Motor, essential for complete dynamo demonstrations 1.00 Galvanoscope, compass block with three coils of 1, 10 and 40 turns 1 .95 Portable Galvanometer, jeweled bearing, very sensitive, but made to stand thousands of over-impulses, eliminating neces-sity for shunts 9. 70 Resistance Box, total resistance 999 ohms 15.00 Rheostat, fine adjustment, 50 ohms 6.00 Wheatstone Bridge, slide-wire form, 1-meter long 5.00 set Resistance Coils, set of 8, for use with wheatstone bridge 4.95 Single-Contract Key, tandem, base 7.5 x 12 cm 1.00 Voltmeter, D. C, double scale, ranges of 7.5 and 150 volts 10.00 Ammeter, D. C, double scale, ranges of 1 and 10 amperes 11.00 Tuning Fork, E (320 vibrations), 17.5 cm. long, tone alloy 1.25 Tuning Fork, G (384 vibrations), 16.5 cm. long, tone alloy 1.25 Vibrograph 5 .45 Tuning Fork 1 . 25 Glass Tube, resonance, 4 x 45 cm .80 Lens, double convex, 38 mm. diameter, 10 cm. focus .35 Lens, double convex, 50 mm. diameter, 13 cm. focus .50 Index of Refraction Apparatus, with sighting scales.- 3.25 Mirror, plane, 4 x 15 cm .10 Metal Support, with gas burner 1.00 Metal Support, with lamp socket 2.70 Photometer Box, Joly form 4.50 pair Supports, metal, for student's optical bench .30 Lens Support, for 5 cm. lenses, with support to fit meter stick .12 Mirror or Lens Support, to fit meter stick .15 Screen Support, to fit meter stick .10 Screen with Aperture, 30 x 15 cm 1.25 Screen, white Bristol board . 10 Balance, Harvard Trip, agate bearings, beam weights 10 grams to 0.1 gram, sensibility 5 eg 9.00 Clamp Support, for Harvard Trip Balance. 1.50 Spring Balance, double scale, capacity 8 oz. on 3^ oz. divisions and 250 grams in 10 gram divisions... 1.25 Weights, brass in wood block, 1 gram to 100 grams, including 1 gram (2) 2 grams, 5 grams, 10 grams (2) 20 grams, 50 grams, 100 grams, (2) 200 grams, 500 grams, 1000 grams 7.00 Weight, avoirdupois, 1 lb .40 set Weights, white-plated steel, allotted, mounted on compact I stand, 10 grams to 500 grams, including 10 grams, (2) 20 grams, 50 grams, (5) 100 grams, and 500 grams 2.75 Beaker, with lip, capacity 100 cc.._ .14 Burette, Geissler, capacity 100 cc, graduated to 1/5 cc 1.80 Bunsen Burner, new form, with needle valve gas control— .50 (If no gas is available use alcohol lamp or other source of hear) Wing Top, bras« . 10 Clamp, burette . 30 Clamp, screw compressor... .20 lb. ft. It . X 4 oz. sq. ft. X 4 oz. X 1 oz. X 1 lb. X 1 lb. X 1 lb. X 4 oz. Handbook for Elementary and Secondary Schools 49 1 . Condenser, Liebig's, glass, 400 mm. long .95 10 Corks, flat, quality XX, 1" diameter • J° Flask, Erlenmeyer, 50 cc. capacity.- j-VnAn ." i. Flask, Erlenmeyer, filtering, with side neck, 1000 cc. capacity .8/ "7"...""'- Flask, distilling, 250 cc. capacity *{j Forceps, steel, 5" long *" Funnel, glass, 100 mm. diameter - •}» Funnel Tube, thistle top, straight «em, 30 cm. long .13 ... Gauze, iron wire, 20 mesh, 5" x 5".. "/ " Glass Tubing, outside diameter M ---- ----- " Graduate, cylindrical, graduated up and down, 250 cc. by L cc 8U . Ring, iron, 3" diameter *** ' Rubber Stopper, 1-hole, No. 7 --".-.,-.- -; --: XV Rubber Stopper, 1-hole, to fit 250 cc. distilling flask .US Rubber Stopper, 1-hole, to fit large end of Condenser . 1U Rubber Stopper, 2-hole, to fit Steam Generator . 1U Rubber Stopper, 2-hole, to fit 50 cc. flask .Uj> Rubber Stopper, 1-hole, to fit 1000 cc. flask 1U Rubber Tubing, white, H" diameter, 1/16 wall bU Support, iron, tripod base, legs 4", rod 5/16 x 18 — -ou Support, ring stand, with 3 rings 7"Vo7/ i nn .. Thermometers, engraved scale, 10° to 110" C, length 12 ---------- 2.00 Thermometer, engraved double scale, -10 to 220 U and bU to 400° F, length 14" ....--... 1-90 Annunciator Wire, copper, D. C. C. No. 1 8. ... - •<» German Silver Resistance Wire, No. 30, D. C. C. 4 oz. spool 2.00 Zinc Sheet, 1/16" thick °" .... Pocket Magnifier, %" diameter _ _ •*« Acid Citric, C. P - ~- - - --- ^° . Camphor, refined, granulated (Gum Camphor)... •** Copper Sulphate, C. P., crystals (coarse), -5/ III. Mercury Metal, U. S. P 2.54 Paraffin, solid • T? Potassium Permanganate, C. P • J Total , ^213.09 B. Demonstration and General Stock List One set for the entire class. Approxi- Ouantlty Quantity Sl a *f Recommended on Hand Description rnce 1 . Caliper, micrometer, Metric, ratchet stop, range to 25 mm. by 0.01 mm., in plush lined case -- 2 3.8b Capillary Tubes Apparatus, set of 4, 11 cm. long, mounted 1 . MJ Diffusion Apparatus, including por
Object Description
Description
Title | Handbook for elementary and secondary schools, 1938 |
Contributor | North Carolina. Department of Public Instruction. |
Date | 1938 |
Subjects |
Education--North Carolina School management and organization--North Carolina Education--Standards Education--Curricula--North Carolina |
Place | North Carolina, United States |
Time Period | (1929-1945) Depression and World War Two |
Description | Music on p. [2] of cover; Includes references and bibliographies. |
Publisher | Raleigh, N.C. :State Superintendent of Public Instruction,1938(New Bern :O.G. Dunn, printer) |
Agency-Current | North Carolina Department of Public Instruction |
Rights | State Document see http://digital.ncdcr.gov/u?/p249901coll22,63754 |
Physical Characteristics | 192 p. :plans, forms ;23 cm. |
Collection | Health Sciences Library. University of North Carolina at Chapel Hill |
Type | text |
Language | English |
Format | Guidebooks |
Digital Characteristics-A | 11437 KB; 206 p. |
Series | Publication (North Carolina. Department of Public Instruction) ;no. 206. |
Digital Collection |
Ensuring Democracy through Digital Access, a North Carolina LSTA-funded grant project North Carolina Digital State Documents Collection |
Digital Format | application/pdf |
Audience | All |
Pres File Name-M | pubs_edp_handbookforelementary1938.pdf |
Pres Local File Path-M | \Preservation_content\StatePubs\pubs_edp\images_master\ |
Full Text |
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of t|>c
SJnitiet0itp of Jl3ott& Carolina
Collection ot jRottl) Catolintana
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UNIVERSITY OF N.C. AT CHAPEL HILL
00034026982
FOR USE ONLY IN
THE NORTH CAROLINA COLLECTION
Publication No. 206
HANDBOOK
FOR
Elementary and Secondary
Schools
1938
Issued by the
State Superintendent of Public Instruction
Raleigh, North Carolina
THE OLD NORTH STATE
(Traditional air as sung in 1926)
William Gaston
With spirit
Collected and arranged
by Mrs. E. E. Randolpr
1. Car - o - li - na! Car
2. Tho' she en - vies not
3. Then let all those who
- li - na! heav-en's bless-ings at - tend her,
oth - ers, their mer - it - ed glo - ry,
love us, love the land that we live in,
^4—•?-
d:—
I
^=^ |